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This paper explores the right to educationfor people living in contexts of vulnera-bility. The approach adopted is similarand yet different to that of Escudero’s:first, we targeted adults instead of youngpeople, many of them with a record ofschool failure and all of whom had gonethrough harsh life circumstances, close tomarginalization or exclusion. Second, weapproached educational practice out ofschool, within the context of production,focusing upon intentional and informallearning in work integration enterprises.Third, we took the view of educators, notteachers, life and job coaches working inwork integration companies whose rolewas to educate and promote their staffas well as contributing to the company’sproduction.We drew upon three cases whose infor-mation was gathered and analyzed quali-tatively. We described them and discussedtheir pedagogical role, how they plannedthe itineraries and managed the process,which competencies and knowledgethey focused upon and, finally, and hen-ce the title of the article, to what extentthey understood their job as a life com-mitment which could be their educational approach, without forgetting their workingconditions and the precariousness of cu-rrent labour markets.

Educadores militantes: Educar para la vida mediante el trabajo en empresas de inserción