When we analyze the daily life of the favelas, we realize that besides the exclusion of plots of the population there is their legitimacy to occupy a space considered anomalous to the city, which leads us to interpret them as a manifestation of the socio-spatial segregation process. In this dissertation we assume that segregation is the foundation and condition of violent capitalist urbanization. The favela association with images of danger, crime and uncontrolled, perpetuates to the present day, creating stereotypes that in the case of the capital city of Rio de Janeiro comprises approximately a quarter of the population. Another relevant issue is that most favelas dwellers introject these representations of their living space, suffering symbolic violence by not feeling belonging to the city, most often reinforced by the school as well as by the school geography when it approaches the favela as a urban problem. Prejudice is a category of everyday thinking and behavior that is objectified in spatial practices, leading those who are the target of these biased practices to coexist with symbolic and even physical violence. We believe that teaching, and in a more specific way the teaching of Geography, can be fundamental mediation to establish the logic of the popular classes from spatial forms of resistance, such as the favelas, giving visibility to these subjects, playing a counterinternalization role of social hierarchy to which they are submitted in the course of their life trajectories, that is, from an education project beyond capital.