| Summary: | <span>Within the framework of a project that it has as purpose comparativily of analyzing the effects of the school on the distribution of the mathematical knowledge between the iberoramericanos students evaluated by PISA 2003, this article fulfills two objectives. In first place, a theoretical frame of reference appears by which a connection between the concept of habitus settles down within the framework developed by Pierre Bourdieu of its theory of the practices and the concept of "car-regulated learning" that PISA uses from 2000. Secondly, two theoretical assumptions of the concept of habitus are discussed empirically, pertinent for the analysis of scholastic effectiveness: i) the endogeniedad of this concept in a model multilevel; and ii) the social relations between habitus and class</span>
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