This paper presents reflections on the myth of Brazilian racial democracy in the discourse of educators of the Belo Horizonte County Schools Network. The data presented were collected in audio with eight educators from two schools, through interviews elaborated through semi-structured questions, aiming to know and discuss the pedagogical practices in accordance with the guidelines of the laws 10.639 / 03 and 11.645 / 08. For this, we will discuss the myth of the Brazilian racial democracy, taking the reflections of FLORESTAN FERNANDES, 1966; Gomes, 2005, 2013; GUIMARÃES, 1999, 2002, 2005; MUNANGA, 1999 and, the definitions of implicit and explicit racism, addressed by ROSEMBERG AND SILVA, 2003. Also, the reflections of Critical Discourse Analysis as in VAN DIJK 2003; ORLANDI 2015; Silva and Oliveira 2016, among others. It was noted the lack of teacher education to attend the laws and the absence of practices focused on ethnic-racial education, allied to the discourse of Brazilian racial democracy. The myth of racial democracy is unveiled in the teachers' speech through the denial of racism as well as in the absence of pedagogical practices that question its reproduction in schools.Este artigo apresenta reflexões sobre o mito da democracia racial brasileira no discurso de educadores da Rede Municipal de Ensino de Belo Horizonte. Os dados aqui apresentados foram coletados em áudio com oito educadores de duas escolas, através de entrevistas elaboradas através de questões semiestruturadas, tendo em vista conhecer e discutir as práticas pedagógicas em consonância com as diretrizes das leis 10.639/03 e 11.645/08. Para isso, será discutido o mito da democracia racial brasileira, tomando as reflexões de Florestan Fernandes, (1966); Gomes (2005), 2013; Guimarães (1999, 2002, 2005); Munanga (1999) e as definições de racismo implícito e explícito, abordados por Rosemberg e Silva (2003). E as reflexões críticas da Análise do Discurso em Van Dijk 2003; Orlandi (2015); Silva e Oliveira (2016), dentre outros. Foi notada a carência de formação e a ausência de práticas voltadas para a educação étnico-racial, aliadas ao discurso da democracia racial brasileiro. Verifica-se que o mito da democracia racial se desvela, nas falas dos professores, através da negação do racismo assim como na ausência de práticas pedagógicas que questionem a sua reprodução na escola.