The article presents the results of a study aimed at promoting the education and protection practices in the Innu community of Uashat mak Mani-utenam, in Quebec. The analysis is based on ten biographical accounts from parents and grandparents as well as five community narratives. The article highlights the unique and original ways in which the Innu affirm educational practices that are based on values and knowledge systems rooted in their relationship to the land. Among other things, they insist on the importance of observation and experimentation and on respect for the rhythm and the choices of children. They give considerable freedom to children. Lastly, they focus on dialogue and humor to transmit rules. The article then discusses the usefulness of these educational practices for the renewal of social intervention practices in Quebec.