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This article discusses the impacts of poverty on the education of children and adolescents, analyzing the causes of social exclusion. The methodology starts from a qualitative approach, with an exploratory nature, and uses a semi-structured questionnaire to collect data from five teachers from a public school in the city of Serra, State of Espírito Santo, Brazil. As a result, it is observed that these teachers understand poverty and social exclusion as an obstacle in the education of children and adolescents and perceive the need for an effective public policy aimed at the education of the underprivileged. However, some of these professionals still didn't arise as social agents involved in this intervention, explaining in their answers that they do not see themselves intertwined with issues that go beyond the act of teaching the classic disciplinary contents, revealing themselves to be aliens to the reality of the students. [ABSTRACT FROM AUTHOR]