This chapter aims to present a pedagogical experience developed in the course “Scientific Development, Globalization, and Environmental Impacts,” integrated into the Youth and Adult Education (EJA) curriculum in Petrópolis, Rio de Janeiro-Brazil. The proposal, based on co-teaching and Freirean pedagogy, promoted horizontal dialogues between universities and schools, in the context of a funded project involving science education researchers, teacher educators, in-service and pre-service teachers, and secondary school students. The thematic investigation was based on local problems, such as socio-environmental disasters in Petrópolis, identified by students in discussion groups and coding activities. A homemade rain gauge, collectively constructed with low-cost materials, emerged as a limit-act. Freirean, a concrete tool for monitoring rainfall and mitigating risks, articulating conceptual, procedural, and political dimensions. The activity exemplified practical work in science education, transcending traditional approaches by integrating hands-on (manual skills) and mind- on (critical reflection), in addition to emphasizing social transformation. The study reinforces the importance of problem-solving education, where knowledge is constructed collectively, mediated by the students’ realities, and highlights the potential of participatory methodologies to address extreme situations.