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While silence in a practice analysis group can be understood as a means of defense on the part of the participants, it is also a test for the group leader: How is it possible to work with silences in a system based on speech? As a psychoanalytically-oriented clinical practitioner (Blanchard-Laville), the author examines the silences and the relationship to silence of a group of special education professionals, by placing them in the framework of discourse (Solère 2005) based on note-taking and details of her involvement in this group (Devereux 1967). At first a sign of distrust, this silence proved to be the language that made it possible to signify the unconscious transmission between two generations of educators. It became a tool for reaching an agreement on what could be shared in the space of analysis.