a virtuous snake, popular education returns to the public debate. However, the virulence of certain players on the ground and their refusal to claim movements from which they often come. Is the history of popular education known to young people? Would the expression have become counterproductive, at least in the cultural sector? Has it become the means of implementing the values of ‘doing together’ and empowering people through popular education, without being caught up in a category? The time seems to be shared and to build knowledge collectively. Mediation, artistic and cultural education, education with nature, permanent education, etc. Our approach will be empirical, with some ‘sounding beams’ deliberately limited in the reaffirmative fields of popular education.