Abstract
The development of popular education in our America has been produced since the beginning of the 19th century, when Simón Rodríguez presents at the Council of Caracas a proposal to develop this in its education. When these records are reviewed, we find that a pedagogical proposal has always accompanied the dynamics of its construction, and this text shows it precisely in its major milestones (nascent republics, popular universities, schools of education, pedagogies of liberation), all of which allows to show the invisible but present vitality in them. Today, when popular education is proposed as a bet for all societies and educators (men and women), this text shows us how this pedagogical framework is recovered in the current proposal, founded on dialogue, confrontation of knowledge and cultural negotiation, making possible the practice of an educational exercise that integrates intraculturality, interculturality and transculturality, which weaves what is common in order to carry on betting on the transformation of worlds, recognizing that we are humanly diverse, culturally dissimilar, and that we are still living in deeply unequal societies.
Keywords:
popular education; confrontation of knowledge; culture