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Through the reconstruction of the concept of intersectionality (Chrensaw, 1989), as a metaphorical, heuristic, and paradigmatic thinking (Collins, 2022), the research proposes a paradigm shift in pedagogical research and educational action. Indeed, an intersectional gaze clarifies how categorizations of race, gender, sexuality, class, nationality, age, ethnicity, ability etc. act as dispositive of disciplinary power (Foucault, 1976, 1977) that produce inequality; these cannot be observed in isolation but must be analysed in their interdependence. An intersectional gaze become a fundamental competence for a pedagogical culture clinically (Massa, 1992; Orsenigo, 2022) capable of observing the educational structure that produces performative (Butler, 19997) and discriminatory effects (Cappa, 2018). Making this paradigm shift means generating disturbing crises (Morin, 2017) in the educational and power dispositive to politically re-think formation as a transformation (Formenti, 2017).