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This work discusses the learning of a chemistry topic through co-operation between students of the same grade. To do this, high school students were selected to teach students from a previous grade. This relationship, which is less formal than that between teacher and student, is addressed in this work. Among the main pieces of evidence, it was noticed that during the course of the activities, the students became protagonists, sometimes taking on the role of leaders in the preparation of the materials, sometimes as monitors, in a more interactive and dialogical teaching approach with students from other grades. Mutual enrichment happened naturally and matured. The conclusion is that the horizontality of the relationships, the identity between the subjects who learn and apprehend in the parallel language between scholarship holders and students lead to good learning results.