Abstract

The research focuses on intercultural action in kindergarten multicultural situations. More specifically, the process of practice and theory has been investigated and the relationship between these two elements that should contribute to the same goal of inclusion. The research question of the survey is: "How does unconsciousness influence the circularity of the process between theory and practice in intercultural environment in kindergartens?” The theories from which the research originates suggest a counterproposal to discriminating divisions. They are models of inclusion and of "informal and open cooperation", with the need to review the social visions that relate to colonial concepts, that is a review of archetypes of dominant and subordinate. A perspective that must also take into account the search for a balance between the universalist vision and the perspective that highlights diversity. The survey offers a view on the processes that contrast the realization of inclusion extending to the centrality of teachers' unconscious theories and suggests that the intercultural glance when supported by the pillars of philosophy and anthropology may be wider, particularly with the contribution that can come from psychology, especially social psychology, but not only. The underlying concept is that we can profoundly expand our vision through a number of psychological constructs and that their knowledge can be useful both for understanding the processes involved in inclusion and in planning training paths.