This article is about a case study carried out as part of an action research in a community setting in Quebec. The purpose of this study is an autobiographical approach in small groups conducted with marginalized young men on the themes of masculinity and fatherhood. The approach is discussed from the concept of educational accompaniment in order to bring out a critical analysis of so-called proximity in intervention practices. Three limits and ethical issues related to proximity are identified and discussed: seduction, the right distance and the limits of informal activities.