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EJA is a form of education aimed at people who did not complete Basic Education at the appropriate age. The objective of this work was to conduct a bibliographic research on the historical trajectory of EJA in Brazil, showing how it currently presents itself, in order to mobilize critical reflections on the educational practice of the teacher in the light of historicalcritical pedagogy. For this, we investigated the impacts of the invisibility of EJA in the BNCC and concluded that this contributes to the erasure of the right to education of the audience of this modality. Thus, it is necessary for the teacher to adopt significant and contextualized pedagogical practices that dialogue with the reality of students in this context. [ABSTRACT FROM AUTHOR]