Objective. To describe the prioritization process undergone by the Chilean school curriculum as a result of the COVID-19 pandemic, weighing its scope in terms of addressing cultural diversity, the reactions it has provoked, and the possibilities for critically examining the curriculum. Methodology. Using a qualitative design of documentary analysis, a corpus of 11 documents issued by the Ministry of Education (MINEDUC) between 2020 and 2024 is analyzed in dialogue with evidence derived from various studies. Analysis of results. As a result of the analysis, four stages of this curricular process are distinguished and described: 1) Confinement (2020), 2) Hybridity (2021), 3) Face-to-face reunion (2022), and 4) Educational reactivation (2023-2025), where specific approaches to address the educational needs of cultural diversity are lacking. Conclusions. Firstly, it is concluded that the scope of curricular prioritization in the educational approach to cultural diversity has been predominantly partial and discontinuous. Secondly, it is considered that this process allows for a critical review of the curriculum, which constitutes an opportunity for the development, from a broad intercultural educational perspective, of a culturally relevant curriculum for the diversity that coexists in Chilean classrooms.