This article is a theoretical reflection brought about from the research Educational Practices promote community and family development' carried out by Family and community development research line, and led by the family Center of Universidad Catolica de Pereira (Colombia). This research aimed at understanding the contextual and educational aspects, and the results achieved from the educational practices in four educative institutions, which are working promote family and community development. The research used a qualitative approach considering as dynamic, global and built in an interactive process. Regarding epistemology, it assumed an inductive approach, that is, started from and data it supplied in order arrive a later theorization. The design was emergent because it was built throughout the research process, which implied to go into the target reality in order understand it in both its internal logic and its specificity. To achieve these objectives, data were collected through interviews, participant observations and focal groups with teachers/facilitators of the process, families and participant community. Data were analyzed by content analysis and categorical matrix.