Intrafamilial sexual abuse against children and adolescents is a very serious problem with devastating consequences. This type of sexual violence involves an aggravating factor, which is the fact that it occurs within the family environment, which should be the place, par excellence, of protection and safety. Faced with a problem of such magnitude, effective actions to confront it become relevant, by the entire Rights Guarantee System. In this sense, considering the school as a part of this System and as a privileged place of coexistence, it is important to reflect on its role in confronting intrafamilial sexual abuse. This research aims to understand the perceptions of adolescent students regarding the school and the possibilities of its action in confronting intrafamilial abuse. As a theoretical contribution, the research was supported by authors such as Santos (2009, 2011 and 2014), Habigzang (2004, 2010, 2012, 2015 and 2018); and Faleiros (2002). Aiming at the participation of adolescent students, the research site was a municipal public school, and the research subjects were adolescent girls, aged 12 to 15 years old. The methodology used in this research was a qualitative approach, which allowed an approximation of the singularities of the perceptions of the subjects involved, and the data collection techniques used were the focus group and participant observation. The analysis of the collected data was carried out using Bardin's thematic content analysis theory. Based on the perception of the adolescents, the following aspects of protection of the school were identified: Coexistence and Specific Professionals, and as aspects of lack of protection: Absence of Listening Spaces, Lack of Psychologists in the School and Violence. The research identified that the school's action in confronting sexual abuse is limited to specific actions and that the students' lack of knowledge about the subject is still a challenge. As possibilities for schools to act in confronting domestic sexual abuse, the research identified the need for more information on the subject and the urgent need for welcoming school environments that are conducive to students' speech and expressions.