In a context in which educational services have been transformed into a neoliberal direction, educational policies emphasize inclusion as a prominent aspect of quality education. However, this educational inclusion is presented as a complex issue when the terms of participation, justice and equity seem to be contradictory with economic and social policies and practices (Vigo y Dieste, 2017).

This problem, as explained by Professor Beach (2017), implies an important challenge in those countries that intend to offer all their students an equitable education, and links these problems of equity and justice with educational policy and the representation of the interests of the educational organizations.

In this sense, those responsible for education must reflect and be critical of the education system. They should look for why and what for it is taught and not just how (Boylan and Woolsey, 2015)

In recent decades, there has been a rapid increase in immigration in Spain. This aspect, together with the characteristics of school choice, has generated new questions in debates about educational opportunities and inequalities in stigmatized spaces, generally in economically poor areas (Bernal y Lorenzo, 2012; Llevot and Garreta, 2013)

After the migratory movements of the last decades, Aragón is a territory of diverse population. In 2016, according to data of the last population report of the Aragon Institute of statistics, had a total of 1,308,563 inhabitants.  The foreign population has remained around 10%, over the last two years. Regarding the school population, 13.8% of Primary students are foreigners, compared to 8.7% in the rest of Spain. It was the fourth community in Spain with the highest percentage of foreign students in the 2016-2017 academic year (12.3%). However, between the years 2012-13 and 2016-17 the students of foreign origin have decreased slightly in these five years (-1.6%). The public school concentrates most of these foreign students.

In this context, it is important that schools develop educational strategies that allow them to know the culture and values of their students (Barley and Bath, 2014).Different studies show, how schools respond, generally, to dominant cultural values, instead of paying attention to the individual cultural values of each student (Esteban-Guitart and Llopart, 2017; Vigo and Dieste, 2018 ).

Thus, teachers must recognize the values of their students, their problems, their needs and their potential, turning them into an educational resource (Santos-Guerra and De la Rosa, 2016), instead of imposing an identity and a dominant culture. In addition, these practices will allow students to know where they come from and who they are. In this way, they can feel members of a school community in which they are recognized by a dominant school culture that listens to them and recognizes their culture (Conteh and Kawashima, 2008).

In this context, this document reflects the analysis of the speeches of those responsible for the educational administration on educational and migratory policies in the autonomous community of Aragón (Spain). This research focuses attention on what means attention to cultural diversity and how it is organized and carried out in the Primary Education of this autonomous community.

More specifically, the objectives that this work has directed has been:

- How politicians and educational technicians understand cultural diversity
- How actions of attention to cultural diversity are organized and carried out in Primary Education

With the presentation of this document, we intend to discuss and reflect on the attention to cultural diversity in an inclusive school, we also want to question how the school can put aside the most vulnerable students or families or with a culture and identity different from the dominant one in the school (Vigo and Dieste, 2017).

The paper has been produced from a research that starts the academic year 2018–19 and will be working until 2021. It is a national research project on ‘Cultural diversity in the school: discourses, policies and practices’(CSO2017-84872-R). The methodology used to make this report has been qualitative based on the documentary analysis and in-depth interviews (Walford, 2009) with education professionals who work in the administration or belong to relevant educational groups. Regarding the analysis of documents, the sources used were: regional regulations, documents published on the website of the Department of Education, documents of educational administrations or others related to immigration issues and bibliography of several authors (articles, books, ... ). As regards the interviews, these have been carried out by four technicians from the Department of Education (two current members of a Mediation Center for inclusion, a former member of the same center involved in the origin of the center and one person from the educational guidance teams) and two policy makers (Director General / Program Manager). The interviews have been based on the pre-established script in an open-ended research project. The interviews have been based on open questions. All interviews have been transcribed and an acronym has been assigned to guarantee anonymity. In addition, fragments that could clarify the contents have been categorized, analyzed and inserted (Miles and Hubermnan, 1994). This is how the descriptive history of this work has been constructed with information from all sources.

The professionals interviewed show different meanings about what is an inclusive school and present different perspectives on attention to diversity in the classroom. The concept of attention to diversity seems to have absoved the concept of cultural diversity. Politicians talk about an idea of a more global inclusive school in which students are not differentiated by their characteristics or peculiarities. However, technicians demand more specialized and specific attention on cultural diversity. They explain that the attention to the immigrant students has been disappearing in the last decades. Teacher training is oriented towards an inclusive and innovative education. But a profound reflection is needed on who is to be "included" and "how". It also calls for a greater contextualization of the actions that the administration considers innovative. The same "formulas" are not valid for all schools. A more flexible educational regulation is needed so that it can adapt to different situations and scenarios. It is highly valued that attention to cultural diversity is developed from an inclusive perspective. However, the practices and programs that address cultural diversity in schools must focus on listening to students and their families, accepting their experiences and making them part of the teaching-learning process. Schools with a disadvantaged population are more aware of the need to promote this type of practice and facilitate the participation of all. In this analysis of discourses, through interviews, different contradictions are glimpsed in the meanings, expectations and demands of the different educational agents involved. In particular, a gap is detected between the theoretical discourses, possibly in fashion, and the reflection and analysis of an attention to cultural diversity centered on research.

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