This dissertation has analyzed the Brazilian Public eaching System since the 30`s until nowadays and tried to understand some causes of its quality deficit despite the improvements on the access to basic education observed since the 80`s. Considering the causes of this deficit it is possible to stress that Brazilian education has been developed in a conservative pattern, which is following the inverted citizenship rights development in Brazil. This work followed the idea that public education, as constituted, is not democratic, as it does not make all individuals capable under the same conditions, despite their cultural, income, color or regional differences, what allows the social inequalities to reflect on the school inequalities, becoming natural inside school and reproducing the inequalities outside it. In this case, the comprehension of education as and to the exercising of citizenship rights, associated to the realization that one of the reasons to its deficient quality is exactly the exhaustion of its condition of being a right, lead us to the conclusion that one of the main alternatives to the deficiency of public education in Brazil would be the establishment of education oriented by the human and of citizenship rights. Education that, by having its structure and pedagogical practice oriented by rights, besides stimulating the development of critic, autonomous and reflexive pedagogic individuals, would favor the strengthening of the unprotected groups in civil society, making them potential political subjects aware of their rights and duties if citizenship, more capable to political participation and to fight for their rights.