This research aimed to understand the conceptions of young high school students about the learning process of school knowledge related to their personal experiences with audiovisual media, particularly video classes. In order to investigate the needed aspects, a public high school in Teixeira de Freitas located at the south region of Bahia was chosen. The study was during the period of March until October of 2019, and had the collaboration of 462 students from junior to senior years and from the three different shifts existent in the school system, which are the mornings, the afternoons and the evenings. During the collection of the data, a questionnaire aiming to identify the profile of students related to some school practices and experiences with video classes had been used. In addition to that, three focus groups, with 30 students each, were created with the goal of collecting, in a more detailed way, information on their understanding about learning and the strategies used to learn the knowledge taught in school. The data from the questionnaires were submitted to a descriptive analysis, going through tabulation and statistical treatment. Those of the focus groups, audio-recorded, were transcribed and analyzed with the aid of the Atlas.ti software, based on the Content Analysis (CA) method, and after analysis, they were interpreted assuming a perspective of school as culture. The results indicate that there is no consensus in the understanding about learning among students, and that different beliefs about the act of knowing and learning are mixed, sometimes contemplating contradictory ideas, such as the innate gift and aptitude parallel to that of learning by experience. For example, involving a keen understanding of mediation, both material and symbolic, and the participation of the body, the senses and emotions in the learning process. Other observation was related to the social aspect that they see in learning, which makes them assign value and meaning to the school and to the human relations that are established in this context. It was possible to infer that the idea of learning, still under construction by the young people surveyed is influenced by the school s modus operandi, which has teaching methods centered on memorization, and tests and notes without a link to learning, causing many students to think in memorization as learning. A great number of students claims to have experiences with video classes as study strategies; however, it was evident that these classes, in a great majority, reproduce the pattern of traditional classes. On the other hand, this does not allow affirming about the level of influence on the conceptions of learning of students. Therefore, as a strategy to meet the logic of classificatory assessment, they end up consolidating learning ideas pre formed by the school. This research does not offer to answer the variety of questions that emerged from the dialogues with the students, but by revealing them, it concludes that there is an urgent need to organize time and spaces to discuss with the young students issues related to their conceptions of knowledge and learning, considering these actors as autonomous subjects, co-responsible for their own learning and school performance.