This article examines the social bond from the angle of its epistemological basis. This contribution is therefore essentially theoretical.More specifically, we were looking at how the school can contribute, through instruction, to the development and maintenance of solid social relationships both in and out of school. The answer to this question seems closely linked to the school’s choice of epistemological paradigm. This choice is not neutral because it contributes to establishing a certain type of relationship with knowledge and learning. After clarifying the meaning that we give here to the notion of the “paradigm”, we specify that it is a socioconstructivist paradigm, since many references were made to it in the current educational reforms, and we discuss the implications of such a choice. More specifically, this paradigm helps us envision links between the cognitive, the social, and the cultural, and the potential contribution of scholastic knowledge to the formation of social bonds. From this perspective, knowledge seems to provide sources of personal freedom, ways of participating in culture, and types of involvement in social relationships. It therefore seems extremely important for the teacher to spend time on these aspects and make an epistemological commitment to them.