| Summary: | This contribution is based on an ethnographic survey conducted in two secondary schools of Brussels. In a hierarchical and very unequal school system, where schools faced new social and cultural issues, the school educational program is necessarily built in a particular articulation with the local environment. These changes, which affect institutional work, give rise to new professional attitudes based on a plurality of reference frameworks. The analysis focuses more precisely on the role of the educational worker in the construction of a school local order with the neighbourhood and the pupils’ families. The school project is carried out in two ideal-typical forms: the educational school, that resists to its territory and works for others; and the partner school, that seeks to build an alliance with its territory and fights against forms of institutional work without others.
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