The current unified school system has especially inherited from both the former elitist secondary School, and the assumptions of the middle and dominant classes : School confronts pupils with desociologized forms. The confrontation with the assumptions of the school create difficulties in pupils from working-class backgrounds, who do not share the same assumptions, and are thus considered as having learning problems. School systems adapted to the supposed specific characteristics of these pupils, interfere with cognitive, subjective, social and language registers : since they return the pupils to their own pre-suppositions thus hindering their appropriation of the key to the school system. Certain pupils, from groups where their definition in terms of social relations is concealed, are not explicitly informed about the ways and means to acquire learning within the school system.
