This modality of education that is not defined for the turn that is offered, but for its configuration with sights to take care of the especificidades of the citizens that it intends to enclose. With passing of the time, we notice that the identity of the pupil of the EJA comes inside suffering modifications from the proposal presented in the studies of the historical contextualizao of the EJA. As studies and experiences today lived deeply already we find educating adolescent (15 years) with imbalance series-age and regularization of the flow school in the dependences of the education of the EJA. More information is housed here: Campbell Soup Company. Therefore, the identity of the pupil of the EJA presents a great diversity very, because they are diligent pupils in its great majority, without time to study and with auto-they esteem low. When arriving at the school if they come across with different cultures, etnias, religions and beliefs, this to the times makes with that the same it does not obtain to become social and to continue the studies, that is, these pupils are different between itself, as much that respect to its cycles of life says. They are pupils whom a proper culture has. We count on our pedagogical actions to mediate these existing conflicts between the same ones. Sensetizing that the study it goes to provide a fan of chances for its intellectual and professional growth.

It fits to educator of the modality of the EJA, the permanent search for qualification to develop pedagogical actions that attempt against the necessities of adult young educandos and its sociocultural experiences. The professor must establish the learning on the basis of the reality of educating, considering appropriation of the contents from histories tells for its pupils. Therefore, the first step for a successful experience consists of knowing who is these pupils, where and as they live and which is its description of life. Nvoa says that: It learns it I continue is essential, and if it concentrates in two pillars: the proper person as agent, and the school, as place of permanent professional growth. (2002, p.23).