This work appears in the context of the research developed in Group Research in Sociology of Education - SOCED, especially the set of information gathered about public and private schools recognized by the quality of education in the city of Rio de Janeiro. The main theoretical and methodological framework was based on the work of Pierre Bourdieu, especially focused on the concepts of habitus and homology, and its developments in research on teaching quality, school success and failure, supported in the concepts of cultural capital, linguistic capital and symbolic capital, defined by the author. In this perspective, it mattered characterize and understand the formation of habitus involved in academic skills, focusing on pedagogical practices that sustain family and part of prestigious of these schools. We set out to investigate how is constructing the rules, skills and values that structure these habitus, under the guidance of questions such as: What are the characteristics of successful educational practices in prestigious schools and families? What we know about the relationships of students with school or about their daily lives with the studies? The investigation in the public and private sectors make possible to differentiate the reality of these schools, overcoming perceptions held by some common sense about the pedagogical processes experienced in these settings, as well as the families involved. The statistical analysis of the survey applied in 2009 to parents students and teachers offered us instigating clues to the continue of research in schools in the following years (2010-2011), which happened through interviews with parents, students, principals and coordinators and the observation of the spaces and school events. The micro macro research perspective it made possible to typify habitus, featuring different sets of rules and academic skills developed in different instances of socialization, subsumed in the family and school contexts, which sustain the quality of these recognized schools.