The participation is a reply to one of the basic desires of the man: of being respected. However it only becomes existing when if she is made use in moving what really it will be necessary, becomes a right and a duty, assuming the condition of citizen and not of object. The co-responsibility is partner of this process and is through it that the individuals have the right to express themselves and to fight for its certainties, since whom is respected the collective decision. The term participation is defined in situations where the individual contributes directly or indirectly for a decision politics and can itself be affirmed that the excellent content of this relation is in the discovery of that cerne of the participation is the education, if it will be understood as motivation for the construction of the social citizen. From there, the importance of the participativo planning inside of the school, characterized as the process that if it initiates for the taking of critical conscience and that it evolves for the shock of the conscientious problems already, being recognized the necessity to organize itself in competent way to cure existing problems in the pertaining to school scope. The debates on the participativo planning of the school gain importance between educators defend who it as one of the ways for the democratization of the education and improvement of the quality of education. To understand the meaning of the school and the educational system and its relations with the society they become part essential to guarantee a truily participativo planning, and this process par excellence has the transformation of the reality, constructing in such a way a democratic and independent school. Being the school a social project, it is responsible for the full development of the citizen, in this Lobrot direction (1992, P. 81) affirms that: Its paper is to spread out the wisdom and this is necessary for the functioning of the society.