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.