Educating for cultural diversity and multiculturalism is a positive assessment attitude towards communication and interaction between cultures, and to the understanding of diversity as a positive learning factor and necessary in the current school organizations (Aguado, 2003; Banks, 2008). Now the challenge is complex, and intercultural education today is between the desire to be a critical educational approach (Grant & Sleeter, 2007; Sleeter, 2005), and the reality of being at a crossroads that will from the exaltation folk cultures of immigrant students compensatory curricular approach (Leiva, 2010). Indeed, this article has two main objectives. On the one hand, to inquire into the educational thinking on intercultural teacher in the school context, and secondly, to raise the debate provided critical pedagogical reflections and guidance on the meaning of multiculturalism from a culture of diversity that permeates the coexistence and teaching practice.

In Spain, according to latest figures provided by the Ministry of Education, and included in the Annual Report "Facts and Figures. 2009/2010 school year”, the number of immigrant students increased from 460,518 in 2004-2005 to 762,746 in the 2009-20010, representing 9.6% of the total population of students enrolled in general education no university in the latter course. In Andalusia, Autonomous Community where the phenomenon of immigration has been significant in recent years are certainly relevant data and insights. According to data published by the Statistical Unit of the Departament of Education of the Andalusian Government in September 2010, during 2010/2011, Andalusian schools and hosting a total of 101,565 immigrant students. Specifically, in the case of the province of Malaga, hosting centers and to 30,084 immigrant students, almost double the last four academic rarely, when he received 16,994 (2005/2006).

These figures speak for themselves, the emergence and strength of immigration and, therefore, all that cultural diversity is transforming the educational landscape of our educational institutions. Today, nobody doubts that attention to cultural diversity poses a major challenge to strengthen equity and equality in education systems (Jordan, 1994; Gundara, 2000; Leistyna, 2002, Esteve, 2003; Coulby , 2006; Essomba, 2006; Soriano, 2007). Its importance in the effort to understand the entire school community has developed to ensure the positive promotion of cultural diversity as a guarantee of social cohesion, solidarity and, therefore, a response to the need to improve educational and social coexistence (Sleeter, 1996; López Melero, 2004, Ghosh 2006).

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