Esta ponencia presenta, por una parte, la memoria del proceso adelantado por el equipo delegado por la Facultad de Educacion y el Area de Investigacion de la Fundacion Universitaria Panamericana, para llevar a cabo una exploracion de alternativas que permitan incorporar los principios de la educacion inclusiva en sus procesos de formacion inicial de docentes; este proceso se realizo en el marco del convenio firmado con la Fundacion Saldarriaga Concha y el Instituto para el Desarrollo de la Innovacion Educativa IDIE, encargado de la formacion docente, y conto con el acompanamiento de asesores del equipo nacional de la OEI, durante el periodo de septiembre de 2010 hasta diciembre de 2011. Por otra parte, muestra los resultados obtenidos, logros y dificultades, a lo largo del desarrollo del segundo ano de la propuesta durante el 2012; que paralelamente ha generado discusiones sobre la necesidad de impactar los procesos de formacion permanente de los docentes de la facultad. PALABRAS CLAVE: formacion inicial de docentes; educacion inclusiva; atencion a la diversidad; atencion a la diversidad TO BE TEACHERS IN PLURALISTIC EDUCATIONAL CONTEXTS. PROPOSAL OF TEACHERS INITIAL FORMATION TOWARD EDUCATIONAL PROCESSES IN THE DIVERSITY AND THE PLURALITY ABSTRACT This report presents, on one hand, the memory of the process advanced by the vicarial team by the Ability of Education and the Area of Investigation of the Pan-American University Foundation, to carry out an exploration of alternatives that you/they allow to incorporate the principles of the inclusive education in its processes of initial formation of teachers; this process was carried out in the mark of the agreement signed with the Foundation Saldarriaga Shell and the Institute for the Development of the Educational Innovation IDIE, in charge of the educational formation, and it had the accompaniment of advisory of the national team of the OEI, during the period of September of 2010 until December of 2011. On the other hand, it shows the obtained results, achievements and difficulties, along the development of the second year of the proposal during the 2012; that parallelly it has generated discussions about the necessity of impacting the processes of permanent formation of the educational ones of the ability. KEYWORDS: initial formation of teachers; inclusive education; attention to the diversity