Cultural appropriations of indigenous migrant families in the city and cultural arbitrariness of the urban school in Pachuca de Soto, Hidalgo.

We start from the assumption that the family and the school assume the responsibility of educating children. Schools, when receiving children, expect them to have a cultural and social background and economic resources to support the schooling process; they expect the family to provide school materials and equipment; likewise, the family is the structure that provides rules, norms, food, material and emotional resources and has certain cultural and economic capital to invest in the teaching and learning process of their children. In this sense, for Berger and Luckman (2003) the family is primary socialization where the subjects receive adequate affective stimulation, food and health and favorable conditions are provided to internalize rules and norms, culture and values of respect and coexistence as well as the acquisition of capital.