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In order to put ethno-social representations to work, this article presents an intervention-research situation used with learner-subjects enrolled in two social work schools in the Île-de-France. In the context of the Parisian terrorist attacks which occurred between 2015 and 2016 and the increased in-take of so-called unaccompanied minors in social or medico-social institutions in the Île-de-France, the pedagogical approach proposed made it possible to cope with experiences of social-racial violence – of which future social workers were sometimes the witnesses, victims or authors –, and to activate the identifications between the learner-subjects in training, thereby enabling them to deploy their aptitudes socio-educative and clinical aptitudes.