Abstract: Education for Youth and Adults (EJA) is a teaching modality for those subjects who present grade/age distortion, since at the correct age they could not or had the opportunity to study. In general, the public that make up EJA’s classrooms are workers, fathers and mothers who carry out different activities, whether in companies or at home and who arrive at school after an exhausting day and, therefore, coexist daily with numerous factors that can contribute to their evasion. In this context, the objective is to describe the main challenges faced by educators and students to obtain educational process that can minimize the evasion of EJA students at the Deputada Cristina Tavares Municipal School. For this, a field research of a described nature was developed with the application of questionnaires that were directed to EJA students and educators of a municipal school in Caruaru-PE. Among the challenges faced by EJA students, it is worth mentioning overcoming the tiredness brought to school after the day by developing different tasks. EJA educators are often faced with the challenge of meeting the pedagogical demands and the peculiarities of a class with pronounced generational and cultural heterogeneity, however it is necessary for the educator who works in this modality to develop the ability to reflect, create and recreate when necessary a an environment that favors the motivation of students and for this, love for the profession and commitment to the education of students is essential, as only the “pedagogical knowledge” exempt from the “will” to contribute, will certainly not promote the transformation in the lives of these subjects who they often feel slighted and excluded.

Keywords: Youth and Adult Education; Pedagogical practices; citizen training; Generational heterogeneity.