This article examines the need to rethink intercultural education in Spain through an anti-racist and liberatory approach centered on Afro epistemologies. It argues that dominant educational models perpetuate the marginalization of Afro-descendant communities and presents strategies to transform educational spaces into environments of recognition and social justice. By analyzing historically subalternized Black epistemologies, the article provides guidelines for building an education system that values and reivindicates Afro knowledge and experiences in the Spanish context.