Abstract
Pedagogic senses and criteria underlying wall expressions, as territories marked with languages of memory, are intended to interpret narratives and silences. Then, dialogue emerges as verification of inter-subjective transcendentalism assumed as a methodological point of view intended to locate the experience of meeting the image of the wall within a narrative vitality, within the phenomenological research where epistemology implies memory, redefinition, and cleaning of individuals in language as an effect of dialogue construction that exceeds locations in time and space, as well as assumptions and prejudices in relation to reading and writing of world, life, and daily life. In relation to premises above, the situational perspective of pedagogy recognizes the question as an experiential and discursive condition that witnesses the teacher’s commitment to phenomena of social and historical reality; a reality where the wall is an expression of evocation and creation of stories and, in turn, a path of interpretation in the finite experience of existence where education and teachers find the reasons to get involved in new readings and writings of the world from a position contrary to impunity and crime.