Starting from the question proposed in the title, this study focuses on the interactions that are developed between contemporary families and fundamental schools in which students achieve good results in large scale evaluations. Trying to identify and understand how the adopted strategies are combined in each one of the two socializing instances, this reflection prioritizes the complex overlaps and their consequences regarding the construction of the quality education available to students. The research was directed to students of the last year of fundamental school, as the families have already had the opportunity to experience a significant relationship with their children s school. Starting with the approach of the students families, the study also focuses on the education institutions and discusses the relations between these two agents, analyzing the subsets formed by public and private schools based on the homology of perspectives. The empirical material studied covers a survey directed to students, parents and teachers of eight schools, and a set of 26 interviews with parents and school managers of two school units chosen from the ones that integrate the sample, thus linking macro and micro perspectives. In addition to the interviews, parents meetings and other school events aimed at families, in which parents participation are more visible, were also observed. Referenced mainly in Pierre Bourdieu s work in the sociology of education field, the present work adds psychology and anthropology contributions to broaden the topic understanding. The survey results point to families that despite significant socio-cultural differences are actively committed to their children schooling process, however they are not equally available to a more active role in the school. On the other hand, schools that value the parents cooperation and are open to face-to-face dialog show a greater willingness to listen than to make changes. Although the new participation spaces open to parents are recognized and valued, they don t seem to be fully appropriated by educational agents, signalizing possible relationships that haven t been explored yet.