The idea of this work concerns the possibilities of thinking pedagogy according to the categorical framework offered by philosophical-existentialist phenomenology, highlighting the "fruitfulness" of phenomenological and existential categories as an overall educational project for the field of Pedagogy.The attempt is to analyze through the phenomenological approach the concept of care, experience and intentionality. Reading, observing, and feeling the complexity of educational work is a well-structured task that has its archaic roots in phenomenological educational processes. It is to lived experience that we must turn our gaze as a privileged way of opening to the understanding of the human and the man who decides his destiny, meditates, thinks, and self-interrogates.