The present article addresses the regulation model of two Law initiatives as equity in school environment. References about the implementation of public policies and actions, and the regulation of teaching systems account for the generation of categories, a priori. The assessed data were collected during interviews carried out with school principals, managers and teachers. Data interpretation was based on content analysis. In conclusion, both initiatives were guided by similar regulation models, they lied on monitoring the actions and interactions of school principals and implementation agents by mixing bureaucratic and post-bureaucratic education measures. These models encompass instruments, techniques and tools that imply actors’ involvement in the prescribed goals and in solving distress cases to highlight their ability to influence daily routines.