Modernly the power is considered as an energy dinamizadora of the social processes that if manifest dialeticamente and in way I continue, however as a direction, however as another one, or counterbalancing. In sight of this, one of the dimensions most significant of the performance of the director of the school as manager of the work of the school as social organization says respect to its ability to perceive, to understand and to act on the game of being able that it exists in its context, in order to influence this energy positively and to direct it for the educational accomplishments. To work the dimension of being able as an inherent phenomenon to the educational process and to be used as a pedagogical factor is therefore an excellent aspect of the work of the pertaining to school managers. In the school, this game of being able is associated on as to act in relation to the pertaining to school reality, this because manifest it if as one to be able of influence, a time compromised to the necessary actions to its implementation. But valley to say that any effort for change that if promotes in the school threat the relations of being able effective, in sight of what they provoke reactions in the direction to protect them. The author still affirms that competent schools are those where the power is spread collectively and where if it understands nuances, the dynamics and the dialectic of its manifestation between the polar regions individual and social, balancing them. Important also she is that each school evaluates its relations of being able in the redefiniz direction them. In this chapter still concepts are defined as to be able of reference, power of ability and contrapower. The reference power serves much more it personal reasons and not it objective educational organizacionais and, resulting even though, some times, in detriment of the efetivao of these and the quality of its services.