In the context of mathematics teachers' training, the concept of "dépaysement épistémologique" ("epistemological disorientation") emphasizes that the contact with the history of mathematics, particularly with the use of original sources, pushes aside commonplace students' perspectives about the discipline and offers them a critical look towards mathematics's historical, social and cultural aspects. Conceptually supported by the theory of objectivation, an emergent sociocultural theory in mathematics education, this study describes the "dépaysement épistémologique" lived by future mathematics teachers engaged in the reading of historical texts. A phenomenological approach allowed us to clarify various meanings associated with students' lived experiences and a dialogical perspective provides a way to get these meanings in tension through a polyphonic narration. Our reading of this polyphonic narration suggests that "dépaysement épistémologique" associated with the reading of historical texts encouraged empathy from students towards the authors and their future learners, opening up the possibility for a nonviolent mathematics education.