Interculture as a cognitive style

This article explores the question of interculture as a way of thinking and a cognitive style. Beginning with a critical approach towards the techniques of solutions to the problems of multiculturalism, the Author highlights how the Western educational model, hinging on exclusively rational paradigms, has denied differences, considered education as a linear ordered process, assigned reason an exclusive function within cognitive processes and marginalized the implicit and unconscious dimension in the individual’s formation. The article presents a renewed pedagogy in terms of categories of analysis oriented towards a holistic exploration of the new educational subjects. At the core of this new pedagogy is the commitment to promote patterns of experimentation and development of flexible, reflexive, critical and anti-dogmatic thinking.