其他摘要：The experience of detention includes structural suffering, which opens multiple doubts and pedagogical questions about its symbolic and educational value. What is the function of detention? Is it an afflictive retribution or a re-educational experience? how much does the widespread educational climate contribute to maintaining an imbalance between them? The recognition of the identity and social implications of the surplus of (in)just suffering invites to dwell on educational ambivalences, opening spaces of thought in terms of meaning. So the reflection around detention can come to be recognized as a suffering for the pedagogy itself, that is forced to declare its positions around a series of fundamental issues.
