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This paper presents an intervention project to promote reading and writing in a high school located in a community with marginalization and violence; the methodology used was participatory action research. The purpose was to arouse interest through aesthetic reading and creative writing with texts of universal literature and on violence, in addition to promoting reflection and dialogue to stop normalizing violent practices and to understand the phenomenon in order to guide actions. The group consisted of 24 young people between 14 and 16 years of age. The evaluation was carried out with surveys -one initial and one final-, participant observation logs and reading and writing exercises. The results reveal evident progress in reading and writing practices, as well as in reflection and dialogue for the denaturalization of violence. However, it is reaffirmed that the precarious conditions of the educational institution constitute an obstacle.