Science Popularization as a Pedagogical Strategy for Food Security, Biodiversity and Socioterritorial Inclusion in the State of Rio De Janeiro

Objective: This study analyzes the popularization of science as a pedagogical strategy for food security, biodiversity, and socioterritorial inclusion in traditional and vulnerable communities of the state of Rio de Janeiro, Brazil. Theoretical Framework: Grounded in the pedagogy of Paulo Freire, the agroecology of Miguel Altieri, and the concept of development as freedom by Amartya Sen, the framework articulates ethnoscience, food sovereignty, the ecology of knowledges of Boaventura de Sousa Santos, and the critical environmental education of Isabel Cristina de Moura Carvalho, fostering social technologies. Method: A qualitative and participatory methodology was employed, including diagnosis, workshops, and practical activities. The initiative involved quilombola communities, artisanal fishers, women artisans’ groups, and vulnerable urban residents. Data were collected through observation and discussion circles. Results and Discussion: Strengthening of community autonomy, improvements in food security, and sustainable income generation were observed. Technologies such as micro-sprinkler irrigation optimized water use and supported learning. The discussion validates the pedagogical approach and its social impact. Research Implications: Practical implications highlight pathways for inclusion, income generation, and quality of life. Theoretically, the study validates the integration of knowledge for critical environmental education and territorial development. Originality/Value: This research innovates by integrating science popularization, social technologies, and participatory pedagogies to foster community empowerment. It demonstrates the role of science in promoting sustainable practices that are replicable and capable of driving social transformations in vulnerable territories.