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This article discusses the problem of the vulnerability of teaching practices and, consequently, of the teaching-learning of adolescents and young people in the face of the precarious regime of education in high school in the state of Rio de Janeiro, whose historical process we call "favelization". The favelization of state public education, as well as the difficulties faced by teachers in the exercise of pedagogical practice, are part of an institutionalized project of precariousness of the role of the State in public secondary education offered to the most needy sections of the population of the state of Rio de Janeiro. Favelização do Ensino Médio is a "project" that has its historical roots in the unequal development of education, whose most affected beings are the black populations and the popular layers; for this reason it needs to be discussed and fought in its originais essence - which is basic education. The article's methodology of analysis is bibliographical research on sources that deal with the educational experience and its markers of inequalities. Public quantitative data offered by research institutions, theorists and theorists in the fields of Education, Sociology and Urban Studies help us to explain this process. We propose that the answer to the fight against the favelization of Secondary Education lies in the development of complementary disciplines and competences from basic education, aiming at a quality public school that provides training to teachers, equity and completeness of training for all. [ABSTRACT FROM AUTHOR]