Black Images in the School Environment:

Constructing Ethnic-Racial Identity in Basic Education

Abstract

This article offers a critical examination of how images and representations within school environments function either to affirm or to deny Black identities. Drawing on a bibliographic review grounded in scholars who address racial issues in education, the study explores how schools have historically contributed to the invisibility of Black populations and how this invisibility influences the development of Black students’ sense of self. The school is understood here as a symbolic space of contention, where the lack of positive Black representation perpetuates structural racism. The discussion also highlights pedagogical interventions that seek to reframe the meaning of school spaces by valuing Black history, culture, and aesthetics. These initiatives point toward educational practices that engage more deliberately with racial issues and support the formation of affirming identities. Ultimately, the text underscores Black representation as a fundamental right tied to full existence and social recognition.