This essay aims to emphasize the school institution as a significant space in the socio-cognitive process of students and teachers. The contemporary school has been the subject of countless debates about educational public policies, democratic and inclusive management, teacher training and individual socialization, not receiving due attention and resulting in ethnographic research in search of explanations. The research structure is based on assumptions from the literature review in the light of Maurice Tardif, Pierre Bourdieu, Paulo Freire and Lev Vygotsky. In this way, the text aims to combine and analyze implications that permeate the school environment.