Ocean as an interdisciplinary theme in Brazilian basic education

There is a great lack of scientific knowledge about the Ocean and a disconnect between scientific knowledge and public understanding of this environment. Considering the importance of Ocean Literacy in society, we illustrate in this study how the complexity and transversality of the Ocean enable disciplinary and interdisciplinary dialogues and reflections in schools. Based on a documental analysis, this work identified the presence and frequency of relationships between the Specific Competencies (SC) of the Common National Curriculum Base (BNCC - High School) and the Ocean Literacy Principles, based on contents of the Natural Sciences. Relationships between all the Principles and SC were identified, favored by aspects such as interdisciplinarity, scientific work, social dimension and complexity. Considering the illustrative character of this work, we emphasize the potential of using the Ocean as an integrating theme, the need for educational processes for educators and the planning of school pedagogical proposals.

Keywords:
Science teaching; education for sustainability; formation for citizenship; systemic thinking; SDG 14

Authorship

Natalia P. Ghilardi-Lopes

Federal University of ABC - Center for Natural and Human Sciences, São Bernardo do Campo, São Paulo, BrazilFederal University of ABC - Center for Natural and Human Sciences, São Bernardo do Campo, São Paulo, BrazilFederal University of ABC - Center for Natural and Human Sciences, São Bernardo do Campo, São Paulo, Brazil

http://orcid.org/0000-0001-6213-8871

Marcelo Motokane

University of São Paulo - Faculty of Philosophy, Sciences and Letters at Ribeirão Preto, São Paulo, BrazilUniversity of São Paulo - Faculty of Philosophy, Sciences and Letters at Ribeirão Preto, São Paulo, BrazilUniversity of São Paulo - Faculty of Philosophy, Sciences and Letters at Ribeirão Preto, São Paulo, Brazil

http://orcid.org/0000-0002-8597-6832

Juliana Imenis Barradas

http://orcid.org/0000-0001-8805-8036

Luciana Yokoyama Xavier

University of São Paulo - Oceanographic Institute, São Paulo, São Paulo, BrazilUniversity of São Paulo - Oceanographic Institute, São Paulo, São Paulo, BrazilUniversity of São Paulo - Oceanographic Institute, São Paulo, São Paulo, Brazil

http://orcid.org/0000-0001-7074-9365

Elisa van Sluys Menck

http://orcid.org/0000-0002-6590-4153

Ana Clara Gomes Franco

http://orcid.org/0000-0002-6172-1755

Alexander Turra

http://orcid.org/0000-0003-2225-8371

Natalia Pirani Ghilardi-Lopes ✉ natalia.lopes@ufabc.edu.br

Marcelo Motokane ✉ mtmotokane@ffclrp.usp.br

Juliana Imenis Barradas ✉ juliana.imenis@ufabc.edu.br

Luciana Yokoyama Xavier ✉ lyxavier@usp.br

Elisa Van Sluys Menck ✉ elisa.v.s.menck@gmail.com

Ana Clara Gomes Franco ✉ anaclaragomesf@gmail.com

Alexander Turra ✉ turra@usp.br

SCIMAGO INSTITUTIONS RANKINGS

Figures

Figures (5)

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Figure 1
Specific Competences of the National Common Curricular Base (BNCC) for Secondary Education (EM) - area of Natural Sciences and Technologies (CNT) and Ocean Literacy Principles

Thumbnail

Figure 2
Methodological steps for quantifying the absolute and relative frequency of relationships between Specific Competences (Comp.) and Skills of the National Common Curricular Base (BNCC) for High School (EM) - area of Natural Sciences and its Technologies (CNT) and the Principles of Ocean Literacy and their sub-items

Thumbnail

Figure 3
Relationships found between the Specific Competencies of the Brazilian National Common Curricular Base and the Principles of Ocean Literacy and their respective sub-items. The thickness of the lines indicates the frequency (%) of sub-items for which relationships with Specific Competencies were identified. Frequencies less than 100% are indicated on the lines

Thumbnail

Table 1
Relationships identified between the Skills of each Specific Competence of the Brazilian National Common Curricular Base (Natural Sciences - High School) and the Principles of Ocean Literacy. Cells filled in green mean identification, by the authors, of a relationship, whereas cells without filling mean no identification of a relationship. The frequencies (%) of the identified relationships are indicated.

Thumbnail

Table 2
Relationships identified (filled cells) between the Specific Competences (SC) and Skills of the Brazilian National Common Curriculum Base (Natural Sciences - High School) and the sub-items (Sub.) of the Principles (P) of Ocean Literacy. The frequencies (Freq. - %) of the identified relationships are indicated

Figure 1 Specific Competences of the National Common Curricular Base (BNCC) for Secondary Education (EM) - area of Natural Sciences and Technologies (CNT) and Ocean Literacy Principles

Source: elaborated by the authors based on the Ministry of Education (2018) and Santoro et al. (2020SANTORO, F.; SANTIN, S.; SCOWCROFT, G.; FAUVILLE, G.; TUDDENHAM, P. Cultura Oceânica para todos: kit pedagógico. Paris: UNESCO, IOC, 2020.). Ocean Literacy icons of Santoro et al. (2020).

Figure 2 Methodological steps for quantifying the absolute and relative frequency of relationships between Specific Competences (Comp.) and Skills of the National Common Curricular Base (BNCC) for High School (EM) - area of Natural Sciences and its Technologies (CNT) and the Principles of Ocean Literacy and their sub-items

Source: The authors, 2023.

Figure 3 Relationships found between the Specific Competencies of the Brazilian National Common Curricular Base and the Principles of Ocean Literacy and their respective sub-items. The thickness of the lines indicates the frequency (%) of sub-items for which relationships with Specific Competencies were identified. Frequencies less than 100% are indicated on the lines

Source: The authors, 2021.

Table 1 Relationships identified between the Skills of each Specific Competence of the Brazilian National Common Curricular Base (Natural Sciences - High School) and the Principles of Ocean Literacy. Cells filled in green mean identification, by the authors, of a relationship, whereas cells without filling mean no identification of a relationship. The frequencies (%) of the identified relationships are indicated.

Source: The authors, 2021.

Table 2 Relationships identified (filled cells) between the Specific Competences (SC) and Skills of the Brazilian National Common Curriculum Base (Natural Sciences - High School) and the sub-items (Sub.) of the Principles (P) of Ocean Literacy. The frequencies (Freq. - %) of the identified relationships are indicated

Source: The authors, 2021.

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Ocean as an interdisciplinary theme in Brazilian basic education

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[1] Natalia Pirani Ghilardi-Lopes ✉ natalia.lopes@ufabc.edu.br