The general objective of this study is to analyze how Slam has contributed to/to the debate on human rights and the guarantees of these rights for adolescents and young people. This study deals with the theme Slam, poetic performance: a debate on the rights of teenagers and young people from the outskirts of a public school in Recife, and its research problem highlights how teenagers and young people from the periphery use the poetic performance Slam to debate your rights – too! – in a public school space in the city of Recife. In this sense, the theoretical basis is structured in the performance theory of Paul Zumthor (2014), dialoguing with Freire's pedagogy of the oppressed, since study is linked to education. Along with Zumthor (2014) and Freire (1907), studies by D’Alva (2011), Stella (2015) and Neves (2017) were used to understand the reflections on the context of production of the Slam. Subsequently, Bronfenbrenner's Development Theory (1996) was also necessary, given the influences of writing, many of which originate from the (inter)personal, environmental and cultural relationships of its producers. As for the methodological nature, it followed the qualitative approach, based on Minayo (1994). As for specific objectives, we chose to analyze the relationship between the life experiences of teenagers and young people from the periphery and the production/performance of the Slam, and how the Slam as a discursive product portrays violations of their rights. Finally, we sought to identify the importance of public schools in the process of producing and hosting the Slam, considering adolescent and youth culture.