The sociopolitical turn in science education calls for transgressing/trespassing boundaries, troubling the hermeticism of the field that has avoided seeing itself under the lens of social, critical, or philosophical theories. As such, the purpose of this article is to show a provocative way in which I organised my thoughts and analysis during my PhD process, attempting to engage with the sociopolitical call. In so doing, a dialogue between Paulo Freire, Judith Butler, and myself emerged as a way to understand, from a different perspective, what happened in a continuous professional development curse in which I was a teacher educator alongside a group of 12 colleagues and 21 science schoolteachers. I conclude this proposal by suggesting a new teacher–student–subject subjectivity where the double hyphen means the inseparability of the three as a subject that is learning/teaching and experiencing/becoming through an affective response.

科学教育中的社会政治转向要求越界/侵入边界，扰乱了该领域的封闭主义，该领域避免在社会、批判或哲学理论的镜头下看待自己。因此，这篇文章的目的是展示我在博士过程中组织我的思想和分析的一种挑衅性方式，试图参与社会政治的呼吁。在这样做的过程中，Paulo Freire、Judith Butler 和我自己之间的对话成为一种理解方式，从不同的角度，在持续的专业发展诅咒中发生了什么，我是一名教师教育者，与 12 位同事和 21 位同事一起科学教师。