摘要：The article presents the results of the study, illustrating the expectations and the persistent stereotypes about the parent and the pedagogical community, which reduce the possibility of confidential interaction development in the sphere of education. The conceptual provisions of "confidence" theory by P. Sztompka, in which trust is viewed as a strategic resource for the development of social systems, became the initial prerequisites for the study. The empirical base of the study was represented by the educational facilities of Moscow. The focus group method was used as the main research method, in which 34 representatives of the parental community and 20 teachers of the Moscow general education schools took part. The authors conclude that there are contradictions in the key expectations of educational space subjects. Parents consider the school as a social compensator for family dysfunctions, considering it is necessary to involve a teacher in the upbringing and the socialization of younger generation. The results of the study showed that the modern school does not have the necessary resource, personnel and socio-cultural potential; it is unable to meet the expectations of the parental community in the current circumstances. This circumstance undermines the very possibility of educational space key agent trust and supports the functional weakness of the modern school. The novelty of the data obtained in the course of the study is the conclusion that the boundaries of social tension, the manifestations of frustration and the uncertainty of the parental and pedagogical community, as well as the risks of school education modernization have extended. The materials of the research work illustrate the reduction of positive motivation for educational space actors, the alienation during the interactions between a family and a school and the lack of an effective managerial practice in the development of constructive cooperation. Social attitudes of a student and a teacher, refracted in the prism of formal interactions between a "client" and "educational service provider", initiate the educational space deformation and the distortion of traditional roles.
