This article presents the results of an investigation whose goal was to explore the relationships that families residing in territories with high social vulnerability have with schools. It examines the educational practices of a group of mothers, herein considered as "protagonist" mothers, who, despite being exposed to major social risks, characteristically make significant investments in their children's education. Data was collected through semi-structured interviews and by observing these families, who reside in periphery areas on the east side of São Paulo city. Analysis was done using sociological profiles. Conclusions show that these mothers make an effort, among others, to choose schools, to monitor their children's academic routines and homework and to control their children's social interactions with the territory.
family-school relations; social vulnerability; educational practices