There is not only one way to read a mathematical historical text. For instance, there is the mathematician who looks at the past from a modern synchronic plan, or the historian who looks at the past from both a synchronic and a diachronic plan. But there is also the educator’s way to read a mathematical historical text, which we consider to be different. Indeed, in dialogue with the past, interlocutors assume a certain attitude of responsibility that, in educational context, takes a special meaning. Particularly, the educators must manage a certain complexity with learners in relation to the past which implies realizing conditions so that the relation of learners with the author takes place and accompanying them with inclusive gestures in their interpretation enterprise. This special role singles out considerably the educator’s way of relating to the text. On the scene, we have voices from the past, from the classroom, and from a larger sphere of communication - such as those active in the actual sociopolitical environment - that are manifest and that, we think, should be considered in order to understand better the role and potential of the history of mathematics in mathematics education. In this communication, with reference to HPM literature, and focusing on the notion of otherness from Levinas and Bakhtin, we will try to push further the investigation of the educator’s way to relate to historical mathematical texts. Our paper will maintain the form of a dialogue as a report and expansion of our email correspondence.