Contradictions are observed between the Chilean educational maxims, the legal framework, the curriculum and the evaluation that is carried out to establish quality and management levels of the schools are undeniable. In legal bodies, establishes the importance of recognition, appreciation and attention to diversity, but the system works based on a homogenizing curriculum and highly standardized evaluations. The gap in the results obtained between high socioeconomic groups and the most deprived, shows that quality is not reached by everybody in the same measure. In this context, we seek to reflect on the importance of the teaching role in attending to diversity. Teachers can, based on a performance characterized by autonomy and professional responsibility, consider the cultural capital of the students as a possible wealth to incorporate into the school curriculum and teaching work in the classroom. Teachers can bring the curriculum closer to the student body and make it relevant, however, the evidence shows that teaching practice in Chile is characterized by performance focused on the official curriculum that does not know the particularities of the student body.