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This text presents brief theoretical aspects concerning Reuven Feuerstein's practice of mediation, as well as Castanho's (2001) research, which is highlighted in the third part of the text. This demonstrates that the theories complement each other, as one studies the student and the other studies the teacher. The probability of the Feuerstein method providing positive and efficient education in those being mediated is as certain as the teacher/mediator, the cause of this mark, also having undergone a remarkable educational experience, according to Castanho's studies. Reuven Feuerstein's theoretical framework deals with theoretical approaches such as Cognitive Modifiability of Structure, as well as Dynamic Assessment of Learning Propensity and the Instrumental Enrichment Program. The Mediated Learning Experience, the basis of Feuerstein's praxis, can be developed for cognitive improvement, as well as in Castanho, who brings in reports collected by teachers, six observations that are points of dialogue with what is presented in Feuerstein's work.