In this paper, we discuss the role of dialogue in two layers; first, in relation to two self-organised communities of science teachers in which we participated and, second, our process of coming together during our PhDs to analyse these communities, a dialogue about the dialogue. Regarding the first layer, there is much to learn from science teachers and science teacher educators when they are organised in sites of learning that can be spaces of hope, beginnings, and becoming, as is illustrated in the case of these two self-organised communities. Regarding the second layer, we discuss the value of dialogue and the possibilities it offers to develop ideas for science education in a way that might be democratising, emancipatory, and offering counter-narratives in a neoliberal Chile. By engaging in this dialogue revisiting the practices of our communities, we gained a sense of agency within the field of science education. However, we realised that we need to move towards a critical view within our communities, and more contextual and transformative science education by translating these sites of hope to our educational praxis today. For us, this relates both to developing a collective view of how to make science education provide pedagogical conditions and experiences for critical and engaged citizenship and thinking how we can act and engage with different settings in solidarity. One way of moving towards this is by developing a political knowledge of our disciplines through a collective scientific conscientisation. Our communities are the departure points to achieve this.

在本文中，我们从两个层面讨论对话的作用；首先，关于我们参与的两个自组织的科学教师社区，其次，我们在攻读博士学位期间聚集在一起分析这些社区的过程，这是关于对话的对话。关于第一层，当科学教师和科学教师教育者组织在学习场所时，可以向他们学习很多东西，这些学习场所可以是希望、开始和成为的空间，正如这两个自组织社区的例子所示。关于第二层，我们讨论对话的价值及其为发展科学教育理念提供的可能性，这种方式可能是民主化、解放性的，并在新自由主义的智利提供反叙事。通过参与这次对话，重新审视我们社区的实践，我们在科学教育领域获得了一种代理感。然而，我们意识到，我们需要在社区内采取批判性观点，并通过将这些希望之地转化为我们今天的教育实践，实现更具情境性和变革性的科学教育。对我们来说，这既涉及到如何使科学教育为批判性和参与性公民提供教学条件和经验的集体观点，也涉及到思考我们如何在不同的环境中团结一致地行动和参与。实现这一目标的方法之一是通过集体科学意识来发展我们学科的政治知识。我们的社区是实现这一目标的出发点。