Abstract

This essay reviews the difficulties of prison education or to study in the context of deprivation of liberty, to repair the inequality in cultural capital received by subjects who were deprived by the educational system of quality education from birth, or at crucial stages of their lives, and that they receive a new attempt to continue or complete their schooling in seclusion. It is reviewed how attempts at re-schooling hide a symbolic violence (Bourdieu) with which the system achieves that the blame belongs to the victims, and that; With a complex web of norms, behaviors and stigmas, the consolidation of the disadvantage becomes more probable. In today's societies, specialization to serve students is a consolidated achievement, at least theoretically, in situations such as preschool children, special educational needs, education according to level, but neglected and lagging excluded social groups, including adults, remain outstanding. secluded adults pay the cost of that forgetfulness.