Inspired by Freire’s principle of dialogue, in this article we present a series of dialogues and critical syntheses between a science teacher-researcher with 35 years of experience and an early-career science teacher-researcher. We explore being in-between academic research in science education and high school teaching. Following Anzaldúa’s conceptualization, this site is characterized as a Borderland, with potentialities and challenges, capable of producing displacements in both spaces. Through an exploration of our trajectories, we dialogue about recognition, our identities as teachers-researchers, and ways of doing research and teaching that aligns with demands for social justice in science education. We also explore how our praxis helps in resisting accountability in education, privileging artisanal work and collective reflection.

受弗莱雷对话原则的启发，在本文中，我们展示了一位拥有 35 年经验的科学教师-研究人员与一位早期职业科学教师-研究人员之间的一系列对话和批判性综合。我们探索介于科学教育和高中教学之间的学术研究。在 Anzaldúa 的概念化之后，该场地被定性为边界地带，具有潜力和挑战，能够在两个空间中产生位移。通过探索我们的轨迹，我们就认可、我们作为教师-研究人员的身份以及进行符合科学教育社会正义需求的研究和教学方式进行对话。我们还探讨了我们的实践如何帮助抵制教育问责制、赋予手工工作特权和集体反思。