Abstract

This contribution presents, in the first part, the argument characterizing the hermeneutics of the written text, studied and understood by Paul Ricoeur as a poetic of existence. It then shows, in the second part, the relief that they may take for pedagogical reflection on the structure and direction of the educational method, about that educational method that the author proposes and which denotes the existential dialogue centered on empathy. In the concluding paragraph, it is reflected, more generally, on the gain that critical pedagogy can get in this hermeneutic model, in the challenging task of thinking about writing that constitutes it as a pedagogical science.