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The Brazilian educational system has had, since the 1988's Constitution, the purpose of living in a democratic and plural society. Thus, it has as its main aim to recognize its diversity and cultural richness, searching for the necessary conditions to avoid all kinds of discrimination. It is in the school -exercised as a public dominium- that Brazilians first get confronted with the difference. The purpose of this paper is to analyze how the inclusion of the Theme Transversality Cultural Plurality (parts of the National Curricular Parameter) is done. The school observed is located in the countryside of São Gabriel/RS County and most of its students are the children of the so called Sem Terra (landless people movement, known as MST). The research was based on bibliographical research, observation on pedagogical practice, research, documental analyses and interviews. The analyses of the data showed the necessity of an effective approach between public policies execution and the reality of the local pedagogical practices. So that the school can be a permanent unifying element which not only recognizes and values the diversity as an inseparable part of the student's identity and its life trajectories, but is also able to overcome discrimination. [ABSTRACT FROM AUTHOR]