Ocean literacy and environmental education in the public elementary school system of Imbé, northern coast of Rio Grande do Sul, Brazil
DOI:
https://doi.org/10.5902/2236499495358Keywords:
Formal education, Coastal sustainability, Document analysisAbstract
Ocean Literacy integrates scientific and traditional knowledge and serves as a key element of environmental education and civic engagement. This study aimed to expand scientific knowledge regarding environmental education and Ocean Literacy within the formal education system of Imbé (RS, Brazil) through documentary analysis of textbooks and surveys administered to Science and Geography teachers. A mixed-methods approach (qualitative and quantitative) was adopted to identify content linked to the principles and dimensions of Ocean Literacy and to analyze teachers’ perceptions. The results indicate the presence of multiple principles and dimensions in pedagogical materials and practices, highlighting the importance of ocean-related education and its connection to Sustainable Development Goals 4 and 14.
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