In this paper we have tried to explore the possibility of a mutually enriching dialogue between pedagogical-educational and psycho-motor knowledge. It is starting from this epistemological background that we propose a critical problematization of the cognitive, methodological, and procedural paradigm that underlies most of the training projects aimed at care professionals, according to an instrumental and technical logic. The paths of encounter and cooperation between Clinical Pedagogy and Corporeality analyzed in this work offer, therefore, a ground of connection and dialogue between the bodily and mental dimensions of the individual, recognizing in bodily experiences a precious resource of relationship and learning.