The article takes as premise the educational question par excellence: what content is worthwhile to be transmitted and what is the best way to do so? (Spoelders & Cotton, 2014), and aims to understand the relationship between the educational discourse and trust from two assumptions : to be dialogic, the educational discourse must be shared between teacher and learner -which implies a relation based on trust, a priori condition of the educational discourse -, and the learner has an implicit and/or explicit recognition related to the universality of contents transmitted and to their optimal transmission -which reinforce the relation of trust, a posteriori condition of the educational discourse -. The authors analysed the levels of interpersonal, institutional and interinstitutional trust related to an Erasmus intensive programme by its participants, their cooperative behaviours and their collective learning. (Simon, 2007: 90) By implying (a priori) and reinforcing (a posteriori) its participants' trust via its educational discourse, the concept of the Erasmus intensive programme developed and organised by 8 European partners, reaches the requirements of the dialogic educational discourse, last stage of the pedagogical relation.