Objectives - our research proposes to underline the role of the constructivist pedagogy in the formative accomplishing of the intercultural education objectives, starting from the premise that the intuitive learning and the use of active-participative teaching-learning methods cover in a greater measure this discipline’s cognitive, affective and psychomotor dimensions.  Approach - the research design: 2 homogenous lots of intentionality composed of 70 and 60 students. There were used quantitative and qualitative research methods: structured questionnaire, semi-structured interview, focus-group method, evaluative techniques and statistics applied on a 2 years period. Results and implications - from the research conclusions we underline: the discovery theory applied in teaching and learning increases the acknowledgement degree regarding the existence of ethnic groups and possible discriminatory actions; the mediator role assumed by the professor stimulates the formation and sedimentation of attitudes envisaged by the intercultural education, respecting with great fidelity the principle of conscious appropriation of knowledge; the use of alternative evaluative methods illustrate an increase of the students’ school efficaciousness at this discipline and in the same time of their enthusiasm; the principles underlined by the constructivist pedagogy apply with great success in intercultural education.