In Portugal, as in other countries, questions regarding social mediation for promoting personal development and autonomy, citizenship and cohesion and as a methodology of communication, facilitation and interaction between people and groups, have developed in various areas of social organisations. Mediation practices have been strengthening their conceptual and empirical grounding for the following reasons: an increased recognition of their social and educational potential, and as a result of the high level of fragility regarding the stability, convenience, and social cohesion of current society. Mediation, as a qualification and empowerment of individuals, is centred on people, social groups, and communication skills for coping with multiple problems. Mediation is, therefore, recognised as a potential practice that increases the development of a desire in individuals and groups to construct the dynamics of non-violent and participatory interactions. Bearing in mind the relevance of mediation practices and mediator actions in social and educational contexts, Portuguese socio-educational mediators have been studied with the aim of characterising the Portuguese reality concerning elements and figures of socio-educational mediation, focusing on a perceived social and professional identity. This article presents and discusses the importance of mediation in education and the knowledge that mediators recognise as important for their activity.