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The right to education in prison offers a chance for human growth in a complex and dehumanizing environment. However, the peculiarities of prison systems, together with past experiences of school failure, can constitute significant obstacles to knowledge access. To enhance accessibility, participation, and achievement, even within prisons, it is necessary to review teaching practices. This paper aids in the reconsideration of the teaching of mathematics for incarcerated adults or young adults. Drawing on Paulo Freire’s theories, we analyze the dialogues with and among prisoner students about mathematics. [ABSTRACT FROM AUTHOR]

The paper focuses on the relationship between poverty and educational poverty in the context of inequalities. The possibility of using the perspective of inequalities and forms of exclusion makes it possible to analyse educational issues as social issues. From a multi-perspective, if it is true that living in poverty leads to an inadequate quality of life, living in educational poverty implies looking at the effects produced at different levels on the cultural status of the population and reflected on society as a whole. After clarifying some of the causes of poverty, the article describes how the educational perspective constitutes the dimension that, more than others, can enable the marginalisation of some of the causes. If it is now well established how educational success is influenced by sociodemographic variables and the different forms of poverty, it is equally important to consider how this is one of the key dimensions for breaking out of the vicious circles of poverty, through the design and co-design of political, cultural and social interventions to design and produce solutions at micro and macro levels. [ABSTRACT FROM AUTHOR]