This is a semi-ethnographic study of three schools that were closed in a marginal community in Santiago, Chile. The school closing process was violent with many social and psychological negative consequences for guardians and students. The guardians of the students of these schools decided to take over the schools and fight against the local public educational administrator in order to reopen them, and after 7?months of persistent resistance they succeeded. This case of community resistance illustrates how the right to education goes beyond educational access, and it also involves community heritage, educational resources, and quality of teachers. The resistance of these parents to the school closing process is relevant to question how the right to education has been framed in the Chilean Constitution, and it also indicates gaps in the financial and administration policies to guarantee this right.