This research focuses on the relations between high school students in a public school in the State of Rio de Janeiro, Brazil and school knowledge. It has been primarily based on Bernard Charlot´s work and has made use of two of his basic procedures found in several pieces of research on the theme: knowledge inventories, carried out by the students themselves and interviews with the students, done both on an individual and on a collective basis. A field diary has added information to the data collected for the analysis. The results confirm the relevance of the students´ socioeconomic origin to their relation to knowledge, as asserted by Bernard Charlot. It also moves further to point to other types of relations with knowledge, closer to the valuing of a few disciplinary areas over others and to relevant interpersonal relations in the students´ school life. As other academic investigations have been demonstrating, this research confirms that notwithstanding the influence of socioeconomic factors, they get combined with factors of a different nature in the definition of the relations between the students and school knowledge.