One of the hallmarks of anti-capitalist social movements in Latin America is the incorporation of self-organizing processes of political education and involvement in the educational process of their children and youth. This article discusses popular education and critical pedagogy upheld by historical and contemporary Brazilian social movements, particularly the Landless Workers Movement (MST) and its historical struggles in defence of public education. First, it identifies the context of the origins of popular education in the late 1950s and early 1960s, notably Paulo Freire's epistemological and theoretical contributions. After characterizing the political context of the period, the article focuses on the key experiences of popular education. It then discusses Florestan Fernandes' criticism of the Bourgeois-Democratic Revolution strategy that played a leading role in the struggles of the period 1955-1964. Next the period of pedagogical practices that were forged in resistance to the dictatorship are examined, emphasizing the changes in Freire's thinking and the revolutionary political struggle of the MST. Finally, it points out the educational and political training issues of today, discussing strategic dilemmas and proposal of critical pedagogy and popular education.