摘要：In the school board, many times, the debates about student grades and behaviors often stand out. At the same time, the relationships between teaching and learning, which make up the uniqueness of the school, end up being faded. These tensions that interfere in the construction of knowledge are manifested in the school records and understand the problematic that is studied in this article. Thus, our objective is to investigate the relationships between the school subjects in dialogue with the statements in the minutes of the participatory class council of an urban school in the west of SC. Methodologically, it is based on the theoretical references of researchers, especially in the field of education, in dialogue with the records in the records of the responsible students and students of the 1st year high school class, of the first two months of 2017. The text is organized in three parts. In the first one, we present some theoretical reflections about the mediation and teacher-student relationship are presented. In the second part, we analyze the attributions of the class council in the state of Santa Catarina. In the third part, we analyze the records that take the format of the minutes of the class council and set up reflections through the analysis of the records, considering the arguments of the researchers. We infer that teachers, students and teachers point to different notions related to the teaching-learning process, and that understanding the Freirean notion of dialogue can help in addressing the issue.
关键词：Conselho de Classe Participativo;Mediação Pedagógica;Relação Professor-Aluno;Diálogo;Conselho de Classe Participativo;Mediação Pedagógica;Relação Professor-Aluno;Diálogo
