This research investigates the memories and trajectories of students of Pedagogy in the Estácio de Sá University. Having twenty semi-structured interviews as starting points, we have tried to reveal the factors that have contributed to their ascent to a higher education, having in mind that most part of the interviewed ones come from popular sections of society. In order to do so, we have worked basically with the concepts of Bordieu of habitus and social capital as well as the notions of heir and inheritance. We have observed that the route taken by students is linked with a multiplicity of factors, that are intertwined in a way that makes it possible for them to advance in their studies. For that reason, it seems impossible to highlight only one. Among these factors is the complex and ambiguous way in which they assume the ways of thinking and acting learned in their families and in social contacts. Reflecting a society and a culture in a process of an accelerated transformation, we can affirm that getting into university is connected with the contradictory process of acquisition of inheritance and the ways of inheriting, which is frequently done partially. To inherit or not the history and fatherly memories is connected, therefore, to the familiar relationships themselves, but they are not reduced to them, since the cultural transformations that happen nowadays contribute to change the ways of thinking, representing and acting in the world. Getting away and recovering the parental histories is how the students build their own trajectories.