But this emphasis that the Government gave to the house duty, was only one strategy to increase the pertaining to school productivity, because of the urgency to exceed the economic competitors. In 1976, the house duty would reproduce the social inaquality and considered that the professors assumed its supervision in the place of the parents (Rothstein, 2001) Moreover, it is important to stand out that the practical one of the house duty it does not re-echo distinguishing in the pertaining to school income only indirectly, when extending the study time: in many schools and you discipline (in the United States and Brazil) the house duty valley as note or counts for the final note. (Of Oak, 2000) the house duty could be seen as an incentive to the construction of habitus required by the pertaining to school success and visor empregabilidade, on the other hand, as they affirm Kralovec & Buell (2000), is a way to remodel lives to be adjusted to the corporativistas requirements. Also in relation to habitus Bourdieu it says that: ‘ ‘ (…) the relation of privacy with the things of the culture and the language alone reaches its maximum degree when produced by the familiar pedagogical action, remaining in incarnate lasting way because in the citizen in the form of habitus.’ ‘ (WALNUT apud Bourdieu, P. 90) Vision of the families regarding the school: Some families see the school not only as local where they transmit contents, but also as an institution that is responsible for formation of its children, being in the personal and professional direction, having as freedom to intervene on the familiar decisions. In a school of urban zone in the border of a quarter of can and a residential quarter of middle class in the line of Estoril/Cascais, a mother said that she went to the school to deliver its son thus to be rested, another one says that she goes to the school to know what the teacher desires to know or to communicate itself.