Abstract
The act of pedagogy, no matter how much it is theorized in scientific articles, is actually situated under the violent incidence of the human present, more precisely the contextual point at which an 18-year-old student sits in front of the teacher and wishes to be educated based on their extremely contemporary cultural references. Defining and framing concepts in an heuristic manner are on fertile ground when the object of the study is documented and summarized in the theoretical testimony of a teacher-researcher. However, the practical aspects of the pedagogical process are, in fact, the ones eloquent for an inherited-like understanding. The human aspect of pedagogy, the inspiration, and the active presence of the educator are the only factors that can transform sterile theory into living substance. Just as theater has abandoned its text-centric heritage, migrating towards a performative zone, some educators have chosen to make their lives the legacy they left behind, not the written memories.
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