Among the factors contributing to educational poverty are not only the lack of adequate educational infrastructures at a local level, but also the lack of cultural, sports and leisure educational services, and poor access to digital platforms. From data available in the literature, this article will show how the adoption of a resilient pedagogy can become an effective instrument to counteract educational poverty. Such a form of pedagogy, when linked to some sort of participatory democracy, would, in fact, organise the educational processes in socio-economically deprived contexts. Against this background, putting into practice a number of strategies to enhance school achievement together with the constitution of a municipalist network, that is a “non-formal” educational pattern wherein the subject is encouraged to proactively change his social conditions, may produce positive contexts for educational success, inclusion and social cohesion. An explanation will be attempted as to which strategy could mobilise the best community-based assets, voluntary and non-profit, while upholding the operational programming and the renewed centrality of public policy.