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This essay proposes a philosophical exegesis of pedagogical praxis in light of Emmanuel Levinas's ethics of alterity. The central objective is to analyze the ontological function of the teacher and their dialectical link with the Other in contexts of historical uncertainty. Methodologically, the study is inscribed in the Gadamerian philosophical hermeneutics, employing a qualitative content analysis to tension Levinasian thought with contemporary processes of educational technocratization. The results suggest that teaching work must transcend the logic of performance to be configured as a Work of radical generosity, where the educator acts as an extemporaneous subject regarding their own achievement. It is concluded that authentic education manifests itself as an existential and hospitable mediation in the face of rupture, placing infinite responsibility towards the student as the core ofa humanization process against global depersonalization.
