The paper presents a successful educational practice that, inspired by the "dialogic learning" methodological principles, is implemented through a "learning community." Theoretical bases are introduced, along with some defining traits of didactic practice. The focus is on the 'La Paz' "learning community" case, as a means to illustrate both with significant data and relevant human stories how "dialogic learning" can change lives and decisively contribute to break the cycle of poverty and marginality. Located in two of the poorest neighborhoods in Spain, the experience is particularly representative due to, firstly, the extremely deprived living conditions of the population; and, secondly, because of the intense changes that this educational practice has represented both for the school community and for the neighborhoods as a whole. [For the complete Volume 12 proceedings, see ED597979.]