This article approaches and contributes to the relevance of re-founding Popular Education
(PE). It analyzes the PE’s transformative potential as the basis for initial teachers’ education and proposes the
term education with teachers to emphasize the reciprocal relationship that takes place in learning given the
peculiarities of an educational project based on such perspective. It opens a dialogue about Paulo Freire’s and
Boaventura de Sousa Santos’ works to emphasize the epistemological validity of knowledge from experience
and propose the ecology of knowledge as an alternative to the monoculture of knowledge and severity. Learning
from students’ voices is a way to re-found PE and its praxis within the context of universities.
