When we reflect on multiculturalism, we quotidianly see how the encounters and disencounters among different cultures, macroeconomies, international policies, advances and transformations, reduce space to the noble intention of education, leaving behind the protagonists of the pedagogical fact. Under that view, it is necessary to rethink about a dialogue of knowledge in the pedagogy of complexity that reveals the basic elements of a postmodern culture. While students belong to a postmodern era, curricula and educational models have remained into the modernity, which exposes a theoretical-practical distancing that leads to showing signs of weakness, the epistemic has resurged and the ontological should not be left aside. Hence, there must be cohesion and concreteness in the dialogue of knowledge, since it is observed with concern that the classrooms are being left empty in many nations of Latin America. This research, from the qualitative paradigm focused on the method of complementarity considers that it is necessary to make the "understanding of cultural texts from the analysis and interpretation of speech contracts". Therefore, some methodological resources monitored by pedagogical observatories that aim to attract students and value the teacher's vocation are considered; undoubtedly, the task is not easy, you have to win wills and actions that comprehend and understand that the reality and the social framework have changed investing in education to improve their living conditions.