The present paper aims to develop the strategic possibility of making cultural diversity a pedagogical operator that supports the transformation of the racist discourse prevailing in the children of Riohacha, in a social referent of inclusive ethnic construction, which is consistent with the national policy of social integration; This is why we take as a base of analysis the results of the research entitled Building the Imagination of Cultural Diversity in Children in the Riohacha District: An Approach from Discourse (Viecco & Munoz, 2017), through which is understood as racism as a social process, whose main manifestation mechanisms are expressed through discourse or euphemisms, and tend to generate and reproduce an alleged inferiority and subordination between individuals with ethnic diversity; that is why, pedagogical strategies must be implemented that allow attitudes of recognition of difference without negative value that lead to a symmetrical relationship between the individuals of a society and so at some point can achieve the desired interculturality. This article defends the thesis that the condition to transform the social referent of predominant racial discrimination among the students who enter the various educational institutions must be the generation of an inclusive discourse, in which diversity is recognized in the school environment cultural as an input of the pedagogical process aimed at the integral formation, consisting in the formation of a Colombian citizen, based on the cultural richness of subjects socialized in specific local geographies.