This article aims to identify, from a structural point of view, the relational principles that guide the scientific field of school-family-community partnership. The lexicometric analysis of a series of definitions on this concept shows its logical use. Multiple antinomies were identified in the scientific discourse that we circumscribed. The identification of these contradictions’ structural dimensions highlights the monolithic character of the school-family-community partnership scientific field and leads us to suggest a link between this concept and that of parental engagement.