ABSTRACT Cape Verde became a country with a series of Creole dialects adjacent to Portuguese official language as the results of several cultural exchanges. If the language is a privileged cultural indicator, the linguistic diversity is socio-culturally striking a feature that influences this society. If the education envisions to preserve the people cultural identity, and there is a need that shows that he cannot be overlooked but to be handled as an complement regarding to the development of Cape Verdean society that is opened to the world. This mean, from good use of portuguese and creole language to intercultural principles of pedagogy.
It is in this framework that we pursue to research the education interface through cultural and linguistic diversity, taking in account his constitution process up to variables that this phenomenon is subjected at contemporary world. Then, the problematic will focus in analyze how the teachers understand and handle with cultural and linguistic differences demonstrated by his students.
Thus, the research that we intend to carry out cannot set aside the debate of paradigms of the diversity origins in that context. Thus, the theoretical framework will have as a groundwork a multidisciplinary approach, although emphasizes the antro/socio/psychological and linguistic paradigms. Also, the research will work on a qualitative and quantitative multi-methodological approach, since in attempting to describe and explain the problematical in more details, the alliance between qualitative and quantitative data has proved to be the better approach for this field research.
Bearing in mind the school role, we intend to analyze in what extent the 13 de Janeiro School applies the contents, linked to cultural and linguistic diversities, which the Cape-Verdean community is immersed, on the perspective of respect and construction of his people citizenship. It is argued that the Cape Verdean uniform system of basic education is still very much influenced by a colonial teachings structures, which do not offers any scope to Schools and teachers the necessary leeway to articulate and valuing the cultural and linguistic diversity.