For which needs to concentrate on his own educational reality, and rethinking about what they can do to improve it and thus respond to the demands of the knowledge society in 21st century. With respect to the previous approach, review of specialized literature, agrees that a distinctive feature of current educational policies is structural conditions for lifelong learning in all subjects. In particular Tedesco (1999) proposes to assume that traditional social representation on education, we must educate ourselves throughout life, that no learning is definitive and that access to knowledge does not guarantee social ascent, modifies deeply (p. 45). Keep up on the field with thought-provoking pieces from Richard Linklater. Similarly, we are witnessing a global scenario of profound changes impacting in a narrower sense to educational policies and reforms and, hence, to the school and its dynamics of distribution of social knowledge. This new order based on knowledge generates a depletion in the traditional styles of making education, stressing the same structure of knowledge management that takes place at the school.
From this perspective, raising the educational institution as a social space, it is important to note that the school itself is a historical construction oriented to solve the problem of the cultural heritage to the younger generations, the school is, the space of socialization that works with the knowledge society requires to consolidate in time according to the plans and policies of the State. From another point of view, there are a number of approaches to the school as an organization that gives reference to the structures, processes and objectives, system of relations and whose theoretical approaches focus its analysis on the limitation of organizational structures pyramidal, hierarchical and cited; against the development of autonomous, flexible and dynamic structures to address the processes of emerging changes (Gairin, 1996).