The pandemic deepened social and educational inequality for Afro-descendants and indigenous people in Latin America and the Caribbean. A regional analytical overview with a focus on Brazil and on the social and educational challenges faced by these people and the epistemological, ontological, and pedagogical alternatives for the inclusion of racialized persons during the pandemic. The analysis points to the need for and the viabililty of exploring innovative pedagogical paths for promoting ethnic-racial inclusion and an antiracist form of education that responds to our contemporary context.