<p>The educational transformation has been a constant for at least 30 years in Mexico. The impulse to the search for progress seems unchanged or even increased, due to the fact that education promises to be the main tool to achieve it. In this order of ideas, it emerged in the reflection of the role of the family, first educator and recipient of the actions of institutional education. Both linked close and forcefully through the country's public policies. Thus, this brief considers this relationship. It was necessary to take eighteen years of governmental strategies planned for the transition, because this stage distinguished itself by emphasizing the change in family and women overcoming. Emerged as well, programs that are disconnected from the family welfare, actions away from social development, and it instructed the education system to prolong the folly. If the greatest common good is which is expected, it is essential that reality feeds public policies, the facts justify their congruence or lack thereof. Otherwise, the transformation can be a result without prosperity.</p>