The article brings the results of a comparative study in two public schools in the city of Rio de Janeiro, one which tested above average city standard of Prova Brasil (2005 and 2007) applied to students in 9th grade and another with results below this average. The analysis of empirical data (survey SOCED for parents, students and teachers from two schools; records and interviews with members of the directions) allowed us to identify the organizational and social characteristics of each teaching unit; outline the socioeconomic profiles and school staff (teachers, parents and students); describe the family-school relationship, identifying the pedagogical practices and the relationship established between the public and schools. The study took as reference the theoretical work of Pierre Bourdieu and dialogue with important authors of the Sociology of Education, concluded that elements such as management and school climate, teacher motivation, teacher’s expectations about students, school choice for families and working conditions of schools cannot interfere with the production or the quality of education. Moreover, another analysis of the residents of impoverished areas of the city shows that the little attention the state for the institutions located in these areas and the denial of basic rights of citizens by the State create stigmas and representations that increase social inequalities.