Abstract

As subculture specific to any, the school culture has known and still knows the broad process of the theoretical delimitations aimed to identify the most efficient, practical strategies.
Correlated with the objective determinations of the institutionalized educational domain and the frameworks specific to family, there are specific peculiarities circumscribed to the culture which define the content of its own behavioural model and of the requirements for succes demanded and expected both by those submitted educational activity and by society.


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