Once low academic performance is recognized as prevalent in the Mochuelo Alto Rural District Educational Institution, it is urgent to inquire about family factors that could influence this situation. For this, it was essential to give children a leading role in their learning and living processes, and to family systems the role of co-responsible, together with the school, the guarantee of these processes. Thus, a pedagogical proposal is constructed and implemented with the purpose of favoring the involvement of these students in their family systems, being themselves, the connection and union with families or absent caregivers, who are poorly committed to their learning process. In the development of the proposal there was the participation of students from third grade to acceleration level who present conflicts and changes in family ties, dynamics and roles; in other words, with factors that have a negative impact and are a response to their poor academic performance; through exercises, workshops and group meetings, guided by systemic family pedagogy and under the actions of systems theory. Indeed, it is hoped to favor the bonds that are woven and the family dynamics that develop within families, and provide favorable conditions for learning, participation and coexistence of these children