We consider that the revision of the management and the estimated ones, proposal for Sacristn, is part of the revision of the organizacional culture: values, beliefs, premises, of the educational establishments. To admit not the participation, or exemption, of the family on the routes of the formation of the pupil, or to move away it, when manifest interest in sharing is one of the attitudes that they could be moved. 2 the COLLECTIVE WORK AND the INTERACTION WITH the FAMILY Are sufficiently difficult, if not impossible, to deal with education without touching, of some form, in questions related to the familiar structure. Independent of the vision that if has of the family: controverted, idolatrada, confused, denied, it are determinative, although not to be exclusive, in the construction of the emotional, psychic and intellectual structure of the individuals. On the other hand, the organization and the functioning of the family are influenced by the partner-politician-economic conjuncture. Without menosprezar and privileging the influences of the family on the conditions of the pupil, Sacristn (1999) considered that familiar the pertaining to school education cannot supply dficits. In function of this, it defended the importance of the joint between the family and the school for the pupil a time that: ' ' The discontinuity between family and school is source of conflicts for the son-student, to to compel it to pass it for constant processes of transistion between ecological ways with norms diferenciadas' '.
(SACRISTN, 1999, P. 219). Some schools and professors believe that they can divide its responsibilities with the parents. It also has many parents who if premake use to make it and creem that the mutual aid is important. These parents add to the domestic tasks and the jobs the task to participate of the construction of a school that takes care of to the real necessities of its children.
