This work reports a group of experiences–‘Dialogic Pedagogy Linking Worlds’–in which community classrooms were formed in Chilean state schools under a collective-collaborative effort to rebuild a community deeply fragmented by social and economic inequalities reinforced by the Chilean education system. Research objectives focused on understanding how community classrooms were constituted and defining Dialogic Pedagogy Linking Worlds. A qualitative documentary investigation of 18 reports documenting these experiences was undertaken. It was found that a wide diversity of actors participated in community classrooms. These actors were motivated by empathy and solidarity with the group, of which they feel part and which they want to transform. The reports also revealed that this type of pedagogy is characterised by the construction of highly participative projects with a collective spirit, and by the extension of the classroom into the home.