The article argues that poverty must be understood within a human rights approach, moving beyond a narrow economic definition. Recognising the multidimensional character of poverty also leads to acknowledge that there are no universal answers. Solutions must be culturally determined and this poses one of the major challenges for adult education and work in relation to poverty eradication: to promote processes of self-determination and self-discovery rather than being oriented towards efficiency and economic growth. The article analyses this dimension looking at different possible approaches to education and work, distinguishing an instrumental one and one that will facilitate the integration of human beings not only into the economic sphere but into the social, cultural and political dimensions as well. [Abstract presented in English, Spanish, and French.]