Educación intercultural y ciencia popular: debate a partir de prácticas formativas e investigaciones participativas de Brasil, Chile y Uruguay

This text deals with two concepts that emerge from teaching practices, participatory research and university extension experiences in Brazil, Chile and Uruguay. Intercultural Education and Popular Science, twin terms, combine their heritage through teaching-learning processes, disciplinary relationships, science-popular knowledge and university-territory. From a Latin American perspective, intercultural education and scientific dissemination are questioned in the face of a fundamental political-ethical-cultural, economic-environmental and epistemic-educational issue, whose origins account for the process of colonization of America, but which extends to the present day as a consequence of military dictatorships, economic crises, external debt, totalitarian states and the progressive advancement of polarization of societies. Among the main results achieved, the construction of an ethical-political, collective, participatory, horizontal, intercultural, dialogical and supportive pedagogy between educators-researchers, subjects and students stands out. It is concluded that each participatory action research project is part of the methodology of territorial, educational, interdisciplinary praxis and contributes to the processes of intercultural, dialogic education, whose social transformation is immanent.