The dissertation discusses the movement of occupation of Brazilian schools during the years of 2015 and 2016 based on the reflection that this was a form of mobilization in which the young of grassroots classes came forward in an unprecedented way in the public scene, upon a phenomenon which reveals contradictory signs. On one hand, the occupations constitute a demonstration of their unprecedented appreciation towards public school, perceived as decisive for their lives; on the other hand, the phenomenon still expresses a new form of social inequality among the young of grassroots classes, in a process that overlaps the inequality already in place as a result of the duality between public and private systems. Because it mobilizes issues connected to the field of education and the project of schooling Brazilian youth, the occupation of schools arises as a result of a process of social change that, considered in the key of sociology of education, reveals a new form of collective action and a dialogue between institution, subjects and rights. In order to contextualize how we have reached this process of social change, it seems necessary to question the promise of a republican school project, which is materialized only since 1988 in the affirmation of the public school as central to the construction of a democracy in the country; thereafter, a bibliographic review is presented in the pursuit of emphasizing how the school as an institution produces internal inequalities that redefine external inequalities to itself, crossing projects of future of grassroots youth. On the basis of this bibliographical review, which mobilizes a debate on narratives of grassroots-classes youngs and on the insufficiency of public policies directed to the youth, we can proceed to a reflection on how much it still lacks for the universalization of access to school actually happens, and on how much that impacts the paths of youngs in Brazil on a negative way. Ultimately, we describe the movement of occupation of schools in its different traits, and how it heckles basis of authority of the educational institution as it is presented in Brazil. In this context, the narratives of the youngs, presented in this bibliographical review, provide us a better comprehension of their vision towards the school, towards its effects, or even on the lack of the institution in their lives. It is in this sense that the debate about the occupation of schools matters to the study of Social Sciences, because the fact of having a fraction of the juvenile population engaged inside the schools, claiming rights and showing their reflective capacity on the questions which cut across the walls of the school, as seen in 2015/2016, is undoubtedly a phenomenon of first rate to sociology of education, to sociology of the youth, and to the studies of new means of social inequality.