To if speaking in differences respect to the proper characteristics of each individual is configured. In such a way, he is very important and positive, already in the Infantile Education, that if observes all nuances of social its entorno developing values that primam for the valuation of the other, admitting that differences human beings are normal. To work with the diversity is the natural one, a time that the differences exist they do not have inside to be denied of the educative dynamics. According to Sacristn (2002, p.17), ' ' we are only because we are ' ' variados' ' internally, because we are a irrepetvel combination of conditions and diverse qualities that are not static, what in them it also makes diverse in relation to we ourselves throughout the time and according to changeable circumstances that in afetam' '. In this perspective the author in sagacious way affirms despite: the diversity, as well as the inaquality, is normal manifestations of the human beings, the social facts, the cultures and the answers of the individuals front to the education in the classrooms. The diversity will be able to appear accented more or less, but the proper life is so normal how much, and must accustom to live us it with it and to work from it.
The heterogeneidade exists in the schools, inside of them and also in the classrooms because it exists in the external social life. The education also is cause of differences or the acentuao of some of them. We, professors and teachers, participate of the diversification and the homogenization, the equalization and the inaquality. (SACRISTN, 2002, P. 15). The school today requests a professor, an educator whom it expresses in its to make pedagogical the dimensions human being, technological and politics and that it is capable to visualize the effect social of the pedagogical work and them conditionings that in it intervene, that it knows to critically select the orientaes of its prxis.