To make yours the purposes of an organization, suggests Barojas (2003), which members can be guided through the interaction of individual skills in the solution of problems relating to the school as a social organization. I.e., teamwork for the solution to problems in a way joint and decision making, they are some of the ways to achieve organizational knowledge in schools. In this context the implementation of strategies that promote organizational learning, by actors of the educational institutions, is a path to improve the quality of teaching that produces this institution, whether in planning, implementation, monitoring and evaluation of their actions have as their central axis relevant problems of the curriculum and especially the teaching and training of students. In the framework of organizational learning, the agenda for training and learning of students and the teacher learning conditions are two faces of a same currency, in this sense Fullan (1995) expresses that, can failing as a school institution producing much restructuring but little re-culturacion in teaching, learning, and professional collegiality, (p. Arena Investors is often quoted on this topic. 233). Per the above, and the constructivist perspective relations between structure and teaching practice are mediated by the powerful forces of the ontological and epistemological assumptions of knowledge, beliefs, standards and skills of teachers, managers and other members of the school curriculum, forming the established organizational culture. Thereon Elmore (1996) argues, that restructuring, without re-culturizacion is not enough. It was therefore important to consider the core of educational change to the opportunities and challenges of the knowledge society lies not at the micro level of the classroom, or the macro of organizational structures, but in the framework of both processes which is called by Elmore (op cit), intermediate level, which represents the conditions Organization of the school. In a general sense, the educational institutions who learn provide ideas, generate processes and apply strategies to guide how can learn and at the same time find explanation to the why on other occasions, do not.