To understand why the Afro-descendant population has been excluded from the intercultural educational approach in the country, we must go back to the historical process of slavery and the position that this population has been occupying in the process of construction of Peruvian society.

The slave trade in Peru brought many African citizens. They disembarked, initially, in some peripheral ports of the American Atlantic such as, for example, Cartagena, Veracruz and Portobelo, and then were transferred to Peruvian territory. In the process, they acquired the Spanish language and lost their own languages. This imposed transformation and acculturation, added to the genetic/biological explanation used at the time about "an inferior race", reinforced the position and invisibility of the enslaved African population of the time.

The enslaved African population in Peru and their descendants were at the bottom of the political and social ladder of the colonial era. They did not have the same recognition as the indigenous population, much less as the "white" society. They were stripped of all conception and idiosyncrasy of their countries, due to the strategies used by the Spaniards to disintegrate them and thus avoid revolutions.

On the other hand, there is the indigenous population, defined as originating in these lands, with its own economic, social, and political expressions. In this sense, later policies that would look to eradicate “social inequality”