The aim of this review article is to contribute to the debate about the power relations within the university coming from the scientific field, different professional fields and the different structures that underlie the educational knowledge. The text seeks to re-present this discussion based on Pierre Bourdieu's relational thinking. From the bibliographical study it is possible to affirm that the different areas of knowledge gravitate around a somewhat hierarchical structure of different value judgments and symbolic systems that vary according to levels, degrees, diplomas and higher education institutions. The different areas of knowledge precede pedagogies that tend to reproduce these practices and the very structure in which they take place. It was possible to understand that the scientific field, the educational structure responsible for the distribution of knowledge, as well as the pedagogical field in which teachers are immersed, bear the marks of a history of previous practices and struggles, and that they continue, in a certain way. , to condition the decision making of agents within the university. Such decisions are also influenced by the socio-economic context and culture, by the scientific field and the power of each professional field, either at university or in society.