In this article I will examine some of the issues raised by the following three articles in this special issue about Paulo Freire and science education: Jenny Tilsen’s “The freshness of irreverence”: learning from ACT UP towards socio-political action in science education”; Suzani Cassiani and Irlan von Linsingen’s “Freirean inspirations in solidary internationalism between East Timor and Brazil in science education”; and Gonzalo Peñalosa, Jairo Robles-Piñeros and Geilsa Costa Santos Baptista’s “Science Education and Cultural Diversity: Freire’s Concept of Dialogue as Theoretical Lens to Study the Classroom Discourse of Science Teachers”. Brought together within this special issue under the theme of Transnational collaborations and solidarities, these articles explore the possibilities and tensions that emerge from thinking and practicing a Freirean-inspired science education that enables socio-political action and transformation by marginalised communities across the world. In this review, I will focus on ideas raised (to different extents) across these articles around three interrelated areas—interculturality and decoloniality, socio-political transformation, and teacher education and work—with the aim of expanding on what transnational inspirations and collaborations such as the ones promoted by this special issue can mean to those of us across the world working against the grain of marginalisation and dehumanisation (of students and teachers) from within science education.

在这篇文章中，我将研究本期关于 Paulo Freire 和科学教育的特刊中的以下三篇文章提出的一些问题：Jenny Tilsen 的“不敬的新鲜感”：从 ACT UP 中学习科学教育中的社会政治行动”；Suzani Cassiani 和 Irlan von Linsingen 的“东帝汶和巴西在科学教育中团结国际主义的弗莱尔启发”；Gonzalo Peñalosa、Jairo Robles-Piñeros 和 Geilsa Costa Santos Baptista 的“科学教育和文化多样性：弗莱雷的对话概念作为研究科学教师课堂话语的理论视角”。在跨国合作和团结的主题下汇集在这个特刊中，这些文章探讨了思考和实践受弗莱雷启发的科学教育所产生的可能性和紧张局势，这种教育使世界各地的边缘化社区能够采取社会政治行动和变革。在这篇评论中，我将重点关注这些文章围绕三个相互关联的领域（跨文化性和去殖民性、社会政治转型以及教师教育和工作）（在不同程度上）提出的想法，目的是扩大跨国灵感和合作，例如正如本期特刊所提倡的那样，对于我们这些在世界各地努力反对科学教育中（学生和教师）边缘化和非人化的人来说可能意味着。