This reflection article is the result of the research work carried out in the project ‘Dignification of Afro-descendants and their Culture through Education in Colombia’. This document reflects on the different dynamics of the reproduction and representation of racism at school. based on the analysis of the curriculum, the forms of teaching of certain areas of knowledge, the construction of racialised stereotypes, which are projected or invisibilised through textbooks and other educational materials, and the reproduction of racism in education. initial. As a result of the past reality, research presents the difficulties of knowledge policies that dominate the education system in the country, the responsibilities of the Ministry, the Secretariats of Education, teachers and teaching managers, as regards the implementation of the Afro-Colombian Studies Chair in educational establishments, as well as silence, the invisibility of victims and naturalisation of school racism, in order to eradicate racism. at school. Among the alternatives to the difficulties, we would point out, for example, the review of the experiences of some Afro-descendant communities in Colombia, the importance of implementing the Afro-Colombian Studies Chair, and the initiatives that, from the literature, tradition. oral and community experiences have been advancing in order to eradicate racism in the field of pedagogy and education in Colombia. Abstract. This article is the product of reflection research work in the ‘Dignity of African descent and their culture through education in Colombia’. This paper reflects on the different dynamics of reproduction and representation of racism at school, taking as reference the analysis of the curriculum, teaching methods of certain areas of knowledge, construction of racialised stereotypes that are projected or invisible through textbooks and other educational materials, and likewise the reproduction of racism in early childhood education. As a result of the lawyer fact, research shows the disparities of knowledge policies that dominate the education system in the country, the replies of the Ministry, the Ministries of Education, the teachers and school administrators, as regards the implementation of the Afro-Colombian Studies Chair educational establishments, besides the silence, invisibility of victims and Naturalisation school racism, to eradicate racism at school. Between the alternatives that emerge to the divisions listed as the review of the experiences of some black communities in Colombia, the importance of implementing the Afro-Colombian Studies, and initiatives from literature, oral tradition and own experiences of communities forward to eradicate racism in the field of pedagogy and education in Colombia.