The work aims to present the reality of the contemporary educational context of Youth and Adult
Education (EJA) to understand students as subjects and objects in the teaching-learning process, that is,
the reality, the places of experiences, their routines and their references cultural. In this way, teachers
can organize and plan the curriculum so that the construction of knowledge has meaning and meaning
in the lives of students. The research also presents an analysis of the curricular structure of the
Geography discipline in the Youth and Adult Education (EJA) modality in the municipality of Duque
de Caxias, RJ. The discussions in this article point to the need to reconfigure the school curriculum of
that municipality and the relevance of working with the contents based on the students' socio-spatial
practices, as this way students can (re) know themselves within their reality, enabling meaningful
learning, making the student the subject of the didactic-pedagogical process in Geography.
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