The educational process and furthermore the creation of equal opportunities in school is determined not only by the learning processes, but is influenced, directly or indirectly by other social institutions that define its potential and its limitations. In this context Mimesis, Gestures and Rituals play a significant role because they create social behaviour, different types of images and allow social institutions to operate without being notice. These procedures are invisible and unconscious. Often unknown and unintended effects have a lasting influence on children, such as the influence mediated by the personality of teachers. In this way institutional values, social norms and codes or power structures are transmitted and internalized by pupils, they are embodied and incorporated. In this way social norms and institutional values are maintained, altered or even changed. Thus, a practical knowledge is produced in school outside the formal educational processes that is not analytical, regimented or systematic knowledge, however it plays an important role to the educational processes and the academic success.

This paper analyzes these issues through a historical and hermeneutical approach with special focus on the role of the historical, social and cultural context.

A practical knowledge is produced in school outside the formal educational processes that is not analytical, regimented or systematic knowledge, but it plays an important role to the educational processes and the academic success