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This article deals with the communication of knowledge in low-income families in French-speaking Belgium. From observations of 6-7 year-old children’s parents, the aim of this monographic study is to describe or attempt to interpret these communication practices. Indeed, in the context of these children’s high level of school failure, it need to try to understand and present objectively these parents’ practices that, at first sight, might look incomprehensible. From diverse theoretical concepts taken from de Certeau (1990) and Bernstein (2007), the hypothesis presented here would be interesting to propose an analysis which shows how these practices could be the result of the porosity of diverse socialization contexts such as school and family. Describing what happens in families can help us to understand relations between parents and teachers in their daily educational roles