This article proposes to examine two experiments of education / training in the field of social intervention in a feminist perspective. The reflection focuses on the contents and methods used in this training, analysing as well the relationships between students and teachers so as better to identify all of its dimensions. This paper argues for an educational praxis that takes into account vulnerabilities and emotions, and that questions a narrow definition of authority. The feminist intervention works here to increase the congruence between theory and practice, between action and thought, and to promote pedagogical experiments that are both engaged and reflexive.