Readers of most literary works usually find themselves in the role of witness, where their very act of reading initiates a process in which students or apprentices and teachers or educators take part in a "narrative" of imparting knowledge. An intertextual reading of literary works on the one hand and of current educational texts (e.g., programs, curricula or educational theories) on the other highlights the existence of plot and characters in "pedagogical literature" while stressing the apparent absence of these features in educational texts. Plots, and characters, exist not only in works of art but also in current life. As such they configure and reflect descriptions, explanations, justifications, desires and expectations of human action. Accordingly, educational plots and characters organize and reflect educational action by giving different answers to questions such as: How to educate? Why? Who educates whom? and what means are to be used in order to achieve educational objectives? These questions are generally answered orally or in written modalities that configure and are configured by plots and characters. Plots and characters are also one of textual procedures that contribute to texts' construction at their narrative level. The purpose of this essay is to study the role and functioning of plot and characters in educational texts. The underlying assumption of this study is that "plot" and "character" mediate and are mediated by educational-ideological texts as a way of creating coherence and plausibility among potential readers. (Contains 9 notes.)