This article provides an approach to the complex issue of identifying who would constitute the current Afro-descendant student population in the Chilean education system, in order to contribute to the construction of the curriculum instrument included in Law No. 21.551, which legally recognizes them. It also reviews various historical backgrounds from the time of conquest to current migrations to argue that, despite the perception of Chilean society, this population has been and continues to be larger than what has been considered. The article also addresses some social and educational problems faced by Afro-descendants that need to be taken into account in order to provide guidance for the curriculum, while also considering the need to generate significant.