Based on the idea of its own historical accumulation, it is allowed to affirm that popular education is an evidentiary paradigm that has been consolidating a theoretical-practical body that provides a conceptual and methodological organization. The main generating indications are some historical backgrounds that shape its proposal; a practical and fundamental concept; a epistemologies proposal about diversity, and from the south; some specific pedagogical developments; the urge of investigative processes based on practice; and an interdisciplinary identity search from the pluriverse. From this, the paradoxes of Popular Education and its actors in times of progressive governments and coronavirus are identified.