Multiculturalism, a theoretical and political field aimed at valuing cultural diversity and challenging the construction of differences, has been gaining increasing visibility within the educational arena. Based on that approach, the present paper aims to contribute to the production of knowledge related to possible ways of translating the multicultural project into the curriculum in action. It seeks to answer the following central question: what is a critical multicultural pedagogical practice? In order to do so, it analyses data from an ethnographic case study that focused on a pedagogical practice informed by ";multicultural potentials";. From the articulation between theory and empirical evidence, the paper advances in the presentation of categories deemed crucial for a multiculturally oriented curriculum in action.
multiculturalism; curriculum in action; cultural plurality