Starting from the idea that human development is affected not only by the events which develop in the microsystems where one participates but also by the interconnections to be established at the various levels of contexts whose events also affect these microsystems themselves (Broffenbrenner, U., 1979), we intend to follow both the evolution of the disciplinary behaviour of Basic Education 3rd cycle pupils and other aspects of their schooling associated with it. In line with this intention, we planned the longitudinal study of two samples of pupils in two schools taken as case studies. The analysis of the information supplied by the different focus on the pedagogic relationship in each school-case, and also in a comparative perspective, renders evident an amount of both idiosyncrasies and "regularities" associated not only with the specific schooling but also the academic environment in both schools considered.