Abstract
This research paper is focused on the analysis of the link between the identity of individuals and ethnical-cultural groups and their integration in society, through the school curriculum and its organisation. In order to do this we make use of references to theory and data collected from a sample of 120 immigrants, mostly belonging to the three largest ethnic/national groups of the immigrant communities living in the country: Brazilians (40), Slavs (44) and Portuguese speaking Africans (31). Some of those asked refused to be integrated into schools or to have their identity over-emphasised in schools. This led to the discussion being centred around two points: firstly, the association of integration with a representation of equality, and secondly, that of identity with a plural reality. Both of these are conditions for a stable intercultural dialogue.
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