This article seeks to put into perspective the main findings brought to light by the sociology of schooling over the last thirty years as well as the "major explanatory paradigms" developed in the seventies, namely the theories of Bourdieu and Passeron on the one hand, and Boudon on the other. If the concept of cultural heritage still seems quite relevant and legitimate, it's not the same for the notion of "habitus" or way of being, and the conception of the social activities wich found it : we can no longer ignore the different strategies pupils use nor the importance of the context in which schooling takes place. Nevertheless, many findings may come from divergent interpretations, which sets up a challenge for existing theories, but which also leads ont to question the possibility of being able to truly test a theory against empirical facts in a general way, and particularly in the domain of research where so many a priori normative judgements are found.