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This article is a qualitative research with documentary analysis that investigates the real context of a State School of the State of Pernambuco / Brazil and aims to identify in the Political Pedagogical Project (PPP) if it contemplates goals and actions that guarantee the fulfillment of human rights of students, with the purpose of problematizing the repercussion of social inequality in the school curriculum, putting in discussion the pedagogical practices. In case of attitudes of disrespect to human rights in the student community, reassess the PPP, seeking a change of attitude of teachers through continuing education. The problem with this approach is that if the poor are viewed as needy and inferior in attention, effort, learning, and values, they are blamed for their own condition. Thus, they are constantly inferior, reprobate and segregated, consequences of the lack of attention given by the political, pedagogical and teaching culture to the material needs, the hunger and the bodies taken by the poverty. The methodology used is a qualitative research focused on documentary analysis that allows to contextualize the idea of education as a right. The results achieved will lead to a reflection about poverty in the curriculum of this School, allowing the insertion of practices aimed at including the poorest in the curriculum of the School Unit.

School as transformation space: the articulation of education, poverty and social inequality in the school curriculum