Listening to students in productive ways seems to be at the core of teaching practices aligned with the basic tenets of the constructivist world view. We present a definition for productive ways of listening, discuss the challenges involved in implementing it, and propose a way to support the "decentering" needed to learning to listen for teacher education programs. The proposal is based on reading and understanding historical texts as a way to exercising the adoption of the "other's perspective." We describe the materials developed for teacher workshops, their implementation and what participants, and we, learned from the experience.