| Summary: | This paper, based in educational legislations such as Law of Guidelines and Bases of National Education of 1996 (LDBN/1996), National Curriculum Guidelines of 1998 (PCN/1998), Law Act No 10.639, in 2003 and Law Act No 11.645, in 2008, argues that Music Education should respect diversity and contribute to the fight against all kinds of prejudice and discrimination. In order to contribute with this discussion, this paper aim to help to answer the follow question: How could the Music teacher ministry your subject on primary and secondary school in order to respect the cultural diversity present in classrooms? Therefore, based on the critical perspective of multiculturalism (CANEN, 2007; CANDAU, 2008), this paper seeks to reunite contributions from academic literature that may structure multicultural music classes, thus contributing to the educational theory can turn into teaching practice. This text is shown to be relevant, because it is clear that the school is a place permeated by multiculturalism and subject to problems caused by clashes between cultures (such as racism, prejudice, discrimination, sexism, xenophobia, religious intolerance etc.), which should be combated by an education that values diversity. From this perspective, this study highlights five attitudes that the music teacher must have for your class became multicultural: 1) Enhance the student's culture and its community; 2) Reduce the existing clash between their culture and the culture of the student body; 3) Expanding musical horizons of its students; 4) critically discuss the problems of social relevance and concatenate them with the music of discipline and 5) using a flexible curriculum.
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