The article is a theoretical and applicative study related to the essence, conditions and content
of the school-family-community collaboration by analyzing the involvement of the family as an actor and
decisive factor in achieving a quality education within the social and educational partnership. It is
analyzed and established the specificity and influence of family moral ideas and actions on increasing the
efficiency of collaboration within the school partnership - family - community, addressed from the
perspective of the three postfigurative, cofigurative and prefigurative cultures (representing the three
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