In the school, educational and training scenario, changes are experienced in the relationships and behaviors of their community, because inside, the actors of Colombian social and cultural life are concentrated, now, in addition, foreign migrants, who complement a social framework that complicates the intersubjectivity of the classroom. Therefore, there is a need to undertake actions within educational institutions to achieve a coexistence that demands dialogic spaces that enable the plurality of knowledge, respect and recognition for sociocultural differences, imaginaries, lifestyles and experiences that allow the exercise of egalitarian and participatory teaching and learning processes. In this context, the research focuses on the recognition of ethnic and cultural diversity in their relationship of coexistence that takes place in the school as an ideal setting for formative, social and human encounter. Given its qualitative character, the research adopts the hermeneutic historical paradigm and a type of ethnographic and ethnomethodological research that allows the rescue of the voices of educational actors, experiences, worldviews and tensions, in the intention of valuing the reality of a school organization that orients its missionary sense by paths of recognition of ethnic diversity, social and cultural.