This research relates to the adoption of affirmative actions in regards to race in primary education, specifically in Instituto de Aplicação Fernando Rodrigues da Silveira – CAp/UERJ. The general aim of this research was to comprehend how the process of implementation of the State Law 6434/13 took place. This law determined the implementation of affirmative actions for racial and social reasons and for disabled individuals at CAp/UERJ. The specific focus of this research is related to racial quotas in the 6th year of elementary school. This way, the research analyzes the representations that some individuals from the school community, administrative technicians, directors and especially teachers have about this racial policy. This work also intended to investigate how the school dealt with this policy in its everyday operation in which referred to the process of access and enrollment as well as the possible impact in curriculum and pedagogical practice. In order to achieve those goals, we performed semistructured interviews with ten elementary school teachers; five of these were admitted through contests and the other five by temporary contracts; with three administrative technicians and with the school director. The main conclusions were: i) the adoption of the system of affirmative racial actions in elementary school was pioneer; ii) the student s attendance through social-economic arrangements; iii) the questions related to ways of assessment; selected content and teacher s practice showed that we need to discuss the continued formation for teachers concerning diversity, cultural and racial–ethnic perspective in order to guide their pedagogical practice.