The goal of this article is to analyze the theoretical, practical and political conditions that led to the emergence of the concept of “diversity” in public policies in the area of education between 2003 and 2006. Used as a slogan in the fi rst mandate of former president Luiz Inácio Lula da Silva, particularly in respect to the ministry of Education, this concept has gone through various different political appropriations in the public policies of the federal government. The analysis of this process is based on an examination of the different perspectives identifi ed in the national and international debates about culture and education. The scenario shows the existence of a dispute between a “universalist diverse” perspective of education and one based on cultural difference. In regard to the evaluation of public policies, the research methodology adopted in this study used, as primary sources, offi cial documents like the Government Evaluation 2003- 2010, the Multi-annual Plan 2004-2007, the Budget Laws for the period 2003-2006, and the administration report of the Lula government. This study demonstrates that there was a process of institutionalization of the policies on diversity, but that the appropriations of the concept of diversity are unequal, and are restricted to just a few Secretaries of the Ministry of Education. Furthermore, it was observed that few programs went through a process of institutionalization with budget purposes, one of the consequences of the multiple appropriations and projects of diversity also in dispute in the political sphere.