Incorporating socio-community or socio educative practices in the curriculum of middle schools constitutes a pedagogical as well as social innovation which emerges in the Argentinian educational system. It is a particular learning practice that requires teaching strategies which favour the relationship between the theoretical learning with real socio-community and territorial problematics. Due to the complexity of the present scenes, marked by the inequalities, the environmental crisis, violence, among other problems, socio-community projects in middle school education constitute irreplaceable opportunities in order to consolidate a transformative dialogue between educational institutions and the rest of the community they make part of. As innovation, they suppose breakups: a) in the educational and social practices; b) in the principles, assumptions, subjacent theories which support them and c) the contexts which condition them and which are conditioned by the practices. From a critical positioning, they are grounded on emancipatory epistemological perspectives, they generate institutional transformations grounded on the social commitment and they imply deep breakups in the curricular formats.