Our schools, like the rest of the EU countries, are experiencing a profound transformation by the growing presence of students from different cultures and backgrounds, as a result of the new migratory trends of international character. In fact, our country has become in recent times of being a country of emigrants to become a host country for immigrants from various places, races, customs, languages and religions. Focusing on the educational context, is obvious and unavoidable to speak of multiculturalism as the existence of classrooms where it is clear the multicultural phenomenon understood as a plurality of students of different educational scenarios common origins (Santos Rego, 2008 and 2009). Now the challenge is to move from multiculturality to interculturality and already some years ago in the field of education many authors employ intercultural school and terms of intercultural education as a way of assuming the inclusive education model based on the enriching interdependence of cultural difference, and therefore of shared and cooperative enrichment involving interaction different cultural values in educational practice, whereas multiculturalism would be a mere descriptive expression of the situation of coexistence of students and families of diverse cultures in a single educational space.

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