This text presents and discusses data from a research study on the centrality of the pedagogical relationship, conducted within two school communities, primarily focusing on the perceptions of children, recognized as protagonists of their formative process and as subjects of full citizenship. Aiming to value “the turn and the voice” of children, the empirical strategy followed a methodological approach based on a “study about and with” logic, framed by a qualitative approach, related to a case study. Given that this was research involving children, particular attention was given to ethical issues in scientific research, specifically regarding the obtaining of Consent and Free and Informed Assent. This strategy allowed hearing the children in an environment of trust and freedom, leading to three key conclusions: the first regarding the need and importance of children’s participation in school life, the centrality of the pedagogical relationship in formative processes, particularly concerning the teacher-student interaction, as well as the recognition and appreciation of the professional authority of teachers. From the children’s perspective, school is a place of learning, discovery, and encounters, where the figure of the teacher plays a crucial role.