The inclusion of foreign students in the educational system is a haphazard concern in Chilean classrooms. Once the barriers of access to the system are surpassed, there is a need to strengthen the recognition of cultural diversity as a condition for changing the curriculum. This article is an empirical study undertaken in the south of Chile which draws on the theoretical and methodological proposal of the Funds of Knowledge, with the aim of exploring the knowledge, skills and aptitudes of a Venezuelan family and assess the continuity/discontinuity of the practices and bodies of knowledge which are applied in the school. The case study has a qualitative methodology and follows an ethnographic approach which includes observations, semi-structured interviews and other participatory techniques which yield data. The results show Funds of Knowledge that are very congruent with the goals, practices and tools used in the context of the school, in contrast with the traditional deficit focus associated with cultural diversity in schools. The discussion concludes by exploring ideas and the potential of this approach to address cultural diversity from a curricular perspective in highly neoliberal educational contexts, such as the case of Chile.