This article begins with the question, what role does the family play, in a socially vulnerable context, on the efficiency of a schools value formation? Its objective was to analyze several studies and experiences to map out a strategy to improve learning for immigrant children; putting a special emphasis on learning to be, and to interact with others. Before the analysis is made, the theoretical significance of value formation is shown, and its incarnation at school defined: formal (civics and ethics) and informal (school culture and environment). This information was worked as a state of knowledge.
Research about: a) family-school relationship, b) parent representation, c) family’s role in poverty and migration dominated contexts; were analyzed. Several practices that allowed distinguishing between parental education and education for parents were also analyzed.
In conclusion, two probable scenarios are drawn: 1) in contexts where the family is in situation of social vulnerability, the school-family relationship is a factor that marks a significant difference on school efficiency, as understood form a value formation standpoint, 2) if the parents maintain a constant learning process it is a way of reclaiming their dignity, in a school’s environment (interaction might change) and in school culture (because representation, expectation and value judgments, with respect to the schools, are transformed )
