This essay demonstrates the sad reality of the public school in Brazil focusing on the Colégio Estadual Antônio Balbino as well as offering suggestions for pedagogical praxis that favor the reversal of this scenario. Therefore, this work is based on the studies of Matos (2021), Freirean pedagogy and on the theory of Bakhtin (2011), taking for granted the chronicles of Floresta (2019) and Café (2019) in their dialogues with the law as well as with other artistic manifestations. The orientation is that students learning context start from the simplest skills and, if so, allows them to advance in the acquisition of the more complex ones. In tune, students learn about the genres that circulate in life, exercising reading and text interpretation in their interfaces with the legal, social, historical and artistic situation of their country, according to their real development context. This way it is possible to make vernacular literacy more effective an, therefore contribute to the reversal of the panorama of public education in Brazil.