Framed on the conception that, to be responsive to the educational requirements of the contemporary world, a teacher education process should be targeted at the linguistic education of teachers involved in all areas of knowledge in order to qualify them to surf through the more and more inter and indisciplinary literacy practices, this article aims at triggering a discussion on the characteristics of a responsible education and teacher development. To achieve that, it will be brought into account my responses to readings of Bakhtin's Circle's texts inscribed in the singularity of my life-as-event as a professor, teacher educator and researcher. Additionally, the idea of responsible and responsive education will be related to the concepts of responsible act, responsivity, dialogism, ideology and authoritative and persuasive word. Finally, there will be an attempt to tack the Circle's ideas to the dialogues established in a concrete life-as-event situation, i. e. "Linguistic practices in different areas of knowledge in public schools" project (PLIEP).
responsible act; dialogism; teacher education
