This article focuses on the analysis of the supervisory functions inherent in their position. This data is based on empirical research held in a school, which is supported by interviews with mediators, observation and recording of meetings of the pedagogical teams coordinated by them. The purpose of this research was to perceive how these mediators exert these functions.We conclude that the mediators who participated in this study act in a tendentiously empirical way, and that the presumption of the exercise of supervision is more present in the discourse than in its practice.