This article describes the results of a parallel training and research process. It analyzes how a curriculum can be designed and implemented to highlight the precariousness of access to social recognition of Afro-descendant individuals and name the racism that shapes the imaginary of university students. It explains how the idea that "there are no blacks in Mexico" is reproduced based on the curriculum promoted by the State and describes some ways in which the subjects experience the lack of recognition. Its main contribution is to articulate arts-based research, critical race theory, intercultural education and media education, in a process of dialogical educational research that builds a critical curriculum to make visible the reproduction of racism and exclusion.

Intercultural education, Social justice, Participatory research, Information literacy, Civic education.