The present study arose from the question on how to enhance cognitive linguistic minorities in the boys and girls of the degree of transition from Integrated Educational Institution of Chilvi, from addressing racial discrimination in the context of school? To answer the research question, you worked from the line of research in Didactics of Social Sciences with a qualitative approach. For the methodological design was applied critical ethnography, using techniques and tools for the collection of information as the analysis of graphic and verbal narratives, the journal of field, the participant and non-participant observation and research workshop. The findings in this research allowed for a clearer understanding of the following categories of deduction and emerging: three moments of the transition from not knowing to know, stereotypes and prejudices inherited from the family, school and society, the bet of didactic strategies that recognize the diversity. In the conclusions and recommendations, addressed the effectiveness of the teaching strategies which aim to enhance cognitive skills of language, in the framework of teaching and learning processes that promote the recognition, acceptance and respect for racial differences.