The following text is about a recent experience (October 2008-January 2009) from one of my conferences, “Education and Family” in a town in Mexico. The program I designed was to take account of their personal experiences with the intention to gather thematic autobiographies, aiming toward the reflection of the influence that family background has on the development of each individual. I felt that this activity was a good way for them to begin to understand the realities of their own students as teachers of primary and secondary education. After the compilation of these stories , the students were to design a survey that they were to apply in their place of employment. I asked that they establish clear and practical objectives. I also suggested them to take into account their own thematic autobiography to identify the factors that were significant to them as adults in getting to know their own students. As the group’s professor, a close reading of some of the thematic autobiographies helped me to identify the need that these post-graduate students had in the proposals in educational reforms which promote immediate democratic processes, with special attention to one of the most margined sectors of our community; women. Also, it drew certain evidence to sustain that the power of communication through internet supports a re-design of the role that new educational technologies have as a feasible element that supports such learning processes.