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How inequalities are produced and reinforced through the development of educational and course material dedicated to students? Based on two years of observation in two types of schools in agricultural vocational education, our investigation used content analysis to study such inequalities. The use of concepts of literacy and school form highlights the divergent and recurrent expectations of teachers based on their degree of proximity to the work of the place of destination. The overvaluation of the professional point of view in one of the two schools, to the detriment of the demands of the school environment, always implicitly present, negatively impacts upon learning objectives of students who experience academic difficulties. The two mechanisms observed reflect a distribution of knowledge that shapes, over time, the writings of the students analyzed in a social cognitive perspective. Social inequalities between students are then reinforced.