The multiculturalism in the educational institutions cannot be understood like a simple performance to facilitate the social or school integration of students from another cultural origin; it is not only the presentation of alternative didactic strategies to stimulate desmotivated students; it is not only to give the appropriate educational tools to each academic singular reality; the multiculturalism must be understood as the acceptance of plural realities, like an ideology. It is to introduce a coexistence of plural realities that enrich the educational institution and the classroom with the differences, similarities and the necessities of the pupil. To educate in the multiculturalism it is necessary to change the faculty’s attitudes and the institution school, to change the relationships that take place in it. It is necessary to change the institutionalized educational process. The school should not assume a model of cultural understanding or of cultural competition but a model of cultural emancipation and social reconstruction where the culture of the minorities is a positive value and the multicultural education promotes the cultural emancipation and the social improvement of the pupil increasing its selfconcept and expectations, breaking the circle of poverty and lack of opportunities that, sometimes wraps those minorities. The multiculturalism should not only be introduced through the transmission of the contents in the classrooms like a simple informative reinforcement, by means of educational techniques, but rather we should introduce it in the organization structures and not to reduce the multiculturalism to the mere educational intervention but leaving the walls of the classrooms and educational institutions to collaborate or to assume protagonism in other social activities.