ABSTRACT:
This text is based on the concern to place in the center of education the care of the others and the responsibility towards the childhood lives. Since this pedagogical knowledge helps the processes of learning and personal growth of the students. The article studies the experience of the limit as an encounter with one's own vulnerability capable of organizing subjectivity: generating contours to exist and linking desire to culture. From an approach inspired by the investigation of experience and phenomenology-hermeneutics, a teacher and her students are accompanied in a school located in a hard context. The description of scenes and the conversations with the teacher have allowed to obtain some practical guidance on how to accompany the limit and the norm in the educational relationship. It also made an in-depth understanding of limits` implications in the development and maturation of childhood.
Keywords:
Pedagogical responsibility; limits; culture; school; childhood