This article analyzes the results of a schooling program, offered by the Ceará State Education Department, with the objective to facilitate the entrance of young people from a neighborhood in Fortaleza which presents high levels of unemployment, violence, and drugs, into the University. Analyzing the research data on this experience, we discuss problems in Brazilian education, related with the inclusion of young people who are out of school and labor market, aiming at real social insertion into the educational and cultural processes. Based on popular education and Paulo Freire's thoughts, we defend teachers formation in an educative context that values the cooperation and collective construction of knowledge involving teachers, monitors, and students, as subjects of educative actions.
popular education; youth; schooling; teacher formation