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The purpose of the research that led to this book was to understand what view and images EJA teachers have/construct about the school trajectories of their students, and whether or not they re-signify their pedagogical practices based on this view. Specifically, we investigated the treatment given to the students and, similarly, to the curriculum content, as well as possible attempts to reconstruct educational practice based on the peculiarities brought by young people and adults. The data from the investigation shows a change in the conceptions once held about students, that they are people 'who don't want anything to do with life'. However, this has not led to changes in the treatment of content, which in turn continues to be taught with a configuration alluding to other teaching practices, notably those of the early years of primary school. On the other hand, in terms of the macrostructural issues of pedagogical practice, there was a climate of intense intertwining, so that the teachers were aware of the students' trajectories, and the students found their pedagogical approach pleasant.