The object of this research was a public school on the outskirts of Sao Paulo which, despite being in a community with high social vulnerability, had results above the city average in external evaluations. Data from the Basic Education Development Index (IDEB), the Sao Paulo Social Vulnerability Index (IPVS) and the Municipal Human Development Index (IDHM) were important sources and served as criteria for defining the school to be investigated. The aim was to answer a central question, as well as to prompt future reflections and discussions among educators: To what extent do the power relations that exist at school favor or hinder the learning of children and adolescents? As a methodological procedure, observations and interviews were carried out in the field, as well as analysis of records produced by the school.