University education involves a growing and continuing care in the social and personal Knowledge. The high competitive requirements and the dynamics of the knowledge societies, tries to evidenced tacitly or explicitly, that the focus of the concept of educational quality does not admit being deployed only through ordered classifications, merely taxonomic or sectorial, i.e. the consensus of systems of experts, but on the contrary, understanding that the educational quality goes beyond the instrumental rationality or cluster number in order to achieve a personal relationship that shapes attitudes, power concepts, as well as skills, abilities and behaviors. From this point of view, guidance or support, which starts its deployment from the fields to pre-universities until the entrance to the university, constitutes a clear echo of the western humanistic tradition and therefore a comprehensive meditation strategy whose realization is initially based on the teacher-student dialogue. This experience would perhaps provide feedback, in the era of globalization, the fragile hope that the company fulfill its ethical-political role against the claims of ideological forces that seek to regulate the market according to its rules of human interaction.