This qualitative character study seeks to describe the social situations that affect the educational process of a group of displaced and Afro-Colombian students from a public school named Cundinamarca, located in the district of Ciudad Bolivar, and to reflect about the public policies that are currently being implemented in the city and their impact on the community. Through ethnographic methodologies such as personal accounts of daily life in the country, it was possible to conclude that although programs and rights that defend plurality and differences exist in Colombia, they don’t seem to be sufficient, and so at school and in the community minority populations live with the differences as a limitation on their freedom. Likewise, the stereotypes that exist about minorities make it so that they have to assimilate into the existing systems without an opportunity to express or contribute their true voices. Finally, talking about discrimination is a taboo theme inside the educational community because this raises issues about the carrying out of the constitutional mandates and curricular guidelines established by the Ministry of Education, in which discrimination and exclusion are not to be considered common practices in the classroom.