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The article is based on two socio-clinical researches in the educative field which took place between 2005 and 2009 in Ile de France and Picardie (France). The first one is about cooperation between parents and teachers in primary school and the second one about the interventions of a popular education organization supporting of parenting practices. The political context is taken into account, especially through reports and circulars made by Ministries of national education and of social affairs. The author suggests that creating structures for cooperation between parents and teachers such as those supporting parenthood, have to be analysed as methodologies (or “technical arrangements”) acting on the involvement of parents in institutions.