Much of our learning occurs informally, outside the framework of learning institutions. This is known as “in context” learning (Schön, 1996), which is linked to daily life and specific forms of social affiliation. Although not highly visible, this type of learning is the organizing principle of the relationship each person has to learning. It is mobilized when the continuity of life is threatened by a rupture, social disengagement, or the involvement of the subject in unusual or exceptional circumstances. The effectiveness of this type of learning is closely related to the forms of affiliation that organize them, creating relationships based on participation and emotional involvement. These complex links between affiliations and learning in the context of daily life also contribute to the commitment or non-commitment of the subject to the mechanisms of institutionalized training. The article examines the ensemble of our documentary and empirical research, and suggests modeling this dynamic of combining learning, daily life and the affiliation process. The work is based mainly on autodidactic practices and on the commitment to education of the person in a situation of vulnerability, transition, or “social disengagement”.