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There is a lot of research focusing on Youth and Adult Education (EJA), mainly on how the teaching-learning process takes place. However, there has been little prioritisation of the use of teaching materials in this type of education, unlike what usually happens in regular education. With the intensification of EJA teaching and the growing implementation of the State Centres for Youth and Adult Education (CEEJA in the state of São Paulo), in the flexible attendance modality, in which teaching materials are fundamental to the interaction between the student and knowledge, it is essential to understand these teaching materials. In this context, the central objective of this research is to look at how a pedagogical proposal was developed in the subject of Physics in a CEEJA unit, with a view to historical aspects and specific objectives, considering the profile and interaction characteristics of the students. Likewise, the transposition of this teaching material for use in a new CEEJA unit (Jaú/SP), constituted by a different reality, was analysed, taking into account the interaction characteristics and gaps resulting from these changes.