Page 166 - Economia Azul - versão: inglês

5. Oceanic education and literacy But how to promote this power of ac- and, consequently, oceanic citizenship
tion aimed at the development of ocean (FLETCHER and POTTS, 2007; MCKIN-
Historically, ocean literacy initiatives bond that lasts throughout their lives. literacy in the school environment? This LEY, 2010; MCKINLEY AND FLETCHER,
have privileged the education sector. The If we really want to connect and en- is one of the challenges identified by the 2010; 2012; FAUVILLE, 2017; GOUGH,
urgency of creating a generation capable gage students with the blue economy and IOC-UNESCO to be addressed in the Ocean 2017; SANTORO, et al., 2017; SQUARCI-
of assuming the necessary changes in atti- the preservation of the ocean and moti- Decade. More than promoting knowledge NA and PICORELLI, 2017; COSTA et al.,
tude is globally recognized so that we can vate them to unite and act to transform about the ocean, it is necessary to develop 2020; MOKOS et al., 2020; DEVENPORT et
continue to have the ocean we need. It is the problems inherent to it, it is essential more holistic and transdisciplinary strate- al., 2021). After analyzing the presence of
also unanimous that this is one of the pri- that these strategies provoke children and gies, tools, resources and educational prac- topics related to the marine environment
ority sectors. Thus, it is normal that, when young people to find sense, meaning and tices, focused on action and the desired in the school curriculum of some countries,
we analyze the initiatives that have been significance in what they are doing. It is crit- transformation results (SANTORO et al., Gough (2017) found that these topics do
developed in the world, the vast majority ical that they find the cause, the reason for 2017; UNESCO-IOC, 2022). not appear or are scarce in curricula, show-
are dedicated to children and young peo- getting involved. It is also essential that they A recent study carried out in Scotland ing how much marine education is margin-
ple, in formal and non-formal educational develop feelings, passion, and love for this with young people aged between 11 and alized in formal education.
contexts. In terms of the blue economy, chil- cause. Only in this way will they be able to 26 showed that the vast majority are inter- The author also highlights the impor-
dren and young people are consumers, they appropriate themselves as legitimate agents ested in getting involved in decision-mak- tance of the role of marine specialists in
influence their families and, most impor- of transformation, as oceanic citizens, or ing processes in their country’s marine envi- incorporating marine education actions
tantly, it will be the professionals of tomor- true guardians of this Blue Planet. ronment management plans (DEVENPORT into their action plans with schools to pro-
row who will be working in the different ar- In the book Socioemotional Intelligence: et al., 2021). The research results showed mote ocean literacy in teaching curricula.
eas of the production chain. Therefore, this Tools for Inspiring Parents and Captivating that young people value and recognize the According to the author, ocean literacy
is a unique opportunity to train citizens who Teachers, by psychiatrist Augusto Cury coastal environment as an important space would fit very well into the Science and
will reach the job market understanding the (2019), the author emphasizes that: “Emo- for leisure, recreation and social interactions, Geography curriculum plans. However, the
importance of the blue economy and will be tion determines the quality of the record. factors that arouse their interest in the sea. author emphasizes that it is essential to go
able to develop actions in their activities that The greater the emotional volume involved Based on their own experiences, they sug- beyond the traditional model of teaching
benefit the blue economy. in an experience, the more the record will gest that visiting the coast is an important based on knowledge, promoting broader
It is important that this involvement be privileged and the more likely it will be precursor to promoting the interest and in- learning that involves students and teaches
from society is encouraged starting from read”, meaning it will be more rooted in the volvement of young people with the sea, as them how to deal with socio-environmen-
childhood, and that it is integrated in a individual’s memory and structure. In this well as suggesting other strategies to achieve tal issues through critical reflection, social
transversal way into the school curriculum. sense, Santos and Costa-Pinto (2005) bring this objective, such as: practical actions, out- negotiation, and from the organization to
However, how should ocean citizenship be the concept of power of action, which is ings in the field, technical visits, adopting a action, aiming at achieving the goals of
promoted if children and young people do related to our ability to act in the world and beach, youth conferences, internships with sustainable development (GOUGH, 2017).
not have the opportunity to connect with to transform the reality in which we live in professionals in the marine area, television Studies carried out with elementary
the ocean and have learning experiences the direction of what we desire, what gives programs and better exploration of digital and high school students revealed that, al-
that touch, motivate and mobilize them to us pleasure and that makes sense to us. platforms, especially social networks. though students showed interest, concern
act in favor of its conservation? It is neces- According to the authors, knowing some- Young people still say that it would be and positive attitudes towards the sea, they
sary to develop educational strategies that thing effectively is “knowing through the important to integrate more ocean-related had a generally low to moderate level of
promote opportunities for learners to ex- cause”; therefore, it is essential that we are content into their school curriculum, a fac- knowledge about the ocean, including, in
perience a deep and transforming contact aware of the initial cause of our desires, tor that is strongly pointed out in the liter- some cases, the presence of misconcep-
that impacts them in different ways, that as these are what drive and increase our ature as one of the main deficiencies that tions related to this topic (MOKOS et al.,
leave a “mark”, an emotional record, a strength or potency to exist and act.
make it difficult to promote both literacy 2020). The authors emphasize that there is

164 BLUE ECONOMY Ocean Literacy for the Blue Economy 165