This study aims to contribute to the debate about the place that Youth and Adult Education (EJA) occupies in initial teacher training promoted by licentiate degree courses, highlighting gaps and specificities observed. Noting that the right and the identity of EJA is guaranteed since the promulgation of the Federal Constitution, it brings back to the table the legislation concerning teacher training and also the National Curriculum Guidelines of selected areas, in which EJA's specificity was omitted. The central hypothesis is that the silence regarding EJA in licentiate degree courses shows EJA's own situation in Brazil. Being a field of modest goals, discontinued policies and fragmented initiatives, EJA reflects a societal project in which the universalization of qualified basic education for all has been a minor issue.
Youth and Adult Education; Teacher Training; Licenciate Degree Courses.