Partnerships between different agents of the educational institutions are developing anew with the reform of school rhythms, and are a symptom of the adoption of a paradigm of “enlightened eclecticism” by the French educational system. The observation of a visit to a museum, extracted from an ethnographic study with a strong sociological bent of the Parisian schools shows that the divergent practices and organisations of the different actors lead them towards forms of cooperation under considerable constraints. They seem to privilege the conditions of their partnership and the preservation of a fragile balance within the school over modes of appropriation of the cultural experiences in question. This means that certain pupils, most often those from lower class backgrounds, find it difficult to articulate the classroom with their different cultural experiences and to benefit form their synthesis.