works on school failure, with a critical comprehension of the relationship between school and society, are more frequent than works on school success. some brazilian scholars have investigated well succeeded scholar trajectories, but their focus were on the family educative practices. the aim of this article is to discuss questions related to the participation of school in extended scholar trajectories in lower classes. in order to reach this goal, we will analyze some features of two interviews carried out with two low-class students of pedagogy of a public university. supported by some studies in the area, as well as based on some concepts of historical-cultural theory, we discuss how school was present in the construction of the analyzed trajectories.