Most of the academic discussion on environmental education has ended up reproducing the epistemic gesture by which education is feminized, instrumentalized and subordinated to the findings reached by other means in the natural or social sciences. This gesture is verified in the production of a vast literature on the most effective educational means to achieve the objectives previously established by other fields of knowledge and which today are part of the global agendas on environmental issues (Aikenhead & Michell, 2011; Barth & Michell, 2012; Dinham, 2011). In this text, I propose to challenge this logic of knowledge production in the educational field by showing the findings of a research program on rural women that we have been carrying out for the last five years. It was in the context of this research that we encountered a series of territorialized popular education practices, pedagogies of permanence, that incorporate a complex critique of both the contemporary ecological crisis and the strategies that have been implemented to resolve it in the global south. In this sense, these pedagogies of permanence are not instruments derived from a previous theorization, detached and dichotomized from political action; on the contrary, it is a pedagogical knowledge that stems from the daily resistance practices of communities, organizations, and movements that create possible alternatives to the narrative of ecological collapse.