This scientific essay has as its theme the pedagogy of listening, hope and responsibility towards the other based on the contributions of Emmanuel Lévinas (1906-1995) and Paulo Freire (1921-1997); its objective is to present the pedagogy of listening, hope and responsibility as a condition of pedagogical action that leads to the ethics of otherness and, consequently, to a humanizing education. This is a qualitative study of a theoretical-bibliographic nature (method) in the main works of the chosen authors and in publications of their commentators, available in academic repositories and digital platforms; a strategy of rapprochement between Lévinas's philosophy and Freire's critical-social pedagogy. The results indicate intersubjective relationships shaped in alterity and dialogue, highlighting responsibility and care for the other in education. In theory, it can be concluded that the triad 'listening/hope/responsibility' is an ethical-critical condition for the intersubjective relationships present in educational processes and practices, a fundamental ethical event for a more humane, fair and solidary education.