Rethinking Popular Education (PE) in the contemporary world requires
awareness of a scenario where multiple tensions emerge and keep the attitude
of permanent question of practices and theories alive on social transformation.
PE, as an option and political practice, necessarily generates a transformation
of the social educational project, which not only boils down to formalized and
institutionalized school, but overcomes conventional boundaries and is addressed
as a pedagogical movement, with a critical and transformative sense.