What does an anti-racist school education consist of? This was the central question that mobilized researchers in the context of a research project that analyzed the technologies to produce racial inequalities in Angola, Brazil, and South Africa, as well as the anti-racist devices developed in both countries. To answer it and considering the multidimensionality of racism in those contexts, three thematic axes were defined: Axis 1 - Historical awareness and politics of difference; Axis 2 - Strengthening of identities and rights; and Axis 3 - Aesthetic principles (orality, corporality, and ancestry). The empirical material of analysis will deal with two complementary universes: documentary analysis, interviews, and fieldwork in five universities and communities: one in Angola, three in Brazil, and one in South Africa. In this presentation, we will present a part of the results of this research (Axis 1) in which the curricula of initial teacher training of Angolan, South African, and Brazilian universities were analyzed. The objective was to understand how theoretical-epistemological, didactic-pedagogical, and political-ideological debates have been intertwined in educational policies in the achievement of a schooling process that aims to overcome racism.