Decada Do o Ceano

Brazilian Journal of Development 66513
ISSN: 2525-8761
Decade of Ocean Science and its relationship with Social-

environmental Oceanography
Década da Ciência Oceânica e sua relação com a Oceanografia

Socioambiental
DOI:10.34117/bjdv7n7-092
Recebimento dos originais: 06/06/2021

Aceitação para publicação: 06/07/2021
Camilah Antunes Zappes

Doutorado em Ecologia e Recursos Naturais
Instituição: Universidade Federal Fluminense/ Instituto de Ciências da Sociedade e
Desenvolvimento Regional, Campos dos Goytacazes
Endereço: Rua José do Patrocínio, 71, centro, Campos dos Goytacazes, RJ. Cep:
28.010-385.
E-mail: camilahaz@yahoo.com.br
Lázaro Dias Alves

Mestrado em Oceanografia Ambiental.
Instituição: Grupo de Pesquisa em Ecologia Humana e Conservação de Recursos
Naturais e Culturais, Instituto de Ciências da Sociedade e Desenvolvimento Regional,
Universidade Federal Fluminense (pesquisador voluntário).
28.010-385.
E-mail: lazarodias@id.uff.br
Letícia Guarnier
Instituição: Programa de Pós-Graduação em Oceanografia Ambiental, Universidade
Federal do Espírito Santo.
Endereço: Av. Fernando Ferrari, 514, Goiabeiras, Vitória, ES. Cep: 29075-900.
E-mail: leticiaguarnier.geo@gmail.com
Nathalia Ribeiro Bignotto

Instituição: Grupo de Pesquisa em Ecologia Humana e Conservação de Recursos
Naturais e Culturais, Instituto de Ciências da Sociedade e Desenvolvimento Regional,
Universidade Federal Fluminense (pesquisadora voluntária).
28.010-385.
E-mail: nathalia.bignotto@gmail.com
Luciane Ayres Castro Reis

Mestrado em Biodiversidade Tropical.
E-mail: lucianeayrescastro@gmail.com
Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

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Cristielli Sorandra Rotta

Programa de Pós-Graduação em Aquicultura.
E-mail: ornamentalcs@gmail.com
ABSTRACT
Human interference on coastal and oceanic environments is intense and causes
destruction of ocean habitats. Global actions to contain these negative impacts were
defined in 2017 during the United Nations’ announcement of the Decade of Ocean
Science for Sustainable Development (between 2021 and 2030). During this decade,
actions involving scientists, legislators, public agencies, companies and civil society will
be carried out across the planet, in a joint effort to compile information about the oceans
and define actions towards ocean conservation. These joint efforts will enable countries
to achieve their 2030 Agenda goals focused on the ocean. Socio-environmental
Oceanography, as an interdisciplinary branch of the Ocean Sciences, has an important
role at this time, as it can contribute to the understanding of popular language and
traditional knowledge, in the identification of similarities and discrepancies between
scientific and traditional knowledge and in the promotion of dialogue between different
branches of society. Also, one of the important actions of Socio-environmental
Oceanography is to encourage ocean studies within education, both formal and informal,
in different social strata.
Keywords: Oceans, Conservation, Education, 2030 Agenda.
RESUMO
A interferência humana nos ambientes costeiros e oceânicos é intensa e causa a destruição
dos habitats oceânicos. Ações globais para conter esses impactos negativos foram
definidas em 2017 durante o anúncio das Nações Unidas da Década das Ciências
Oceânicas para o Desenvolvimento Sustentável (entre 2021 e 2030). Durante esta década,
ações envolvendo cientistas, legisladores, órgãos públicos, empresas e sociedade civil
serão realizadas em todo o planeta, em um esforço conjunto para compilar informações
sobre os oceanos e definir ações para a conservação dos oceanos. Estes esforços conjuntos
permitirão que os países alcancem suas metas da Agenda 2030 com foco no oceano. A
Oceanografia Socioambiental, como um ramo interdisciplinar das Ciências Oceânicas,
tem um papel importante neste momento, pois pode contribuir para a compreensão da
linguagem popular e dos conhecimentos tradicionais, na identificação de semelhanças e
discrepâncias entre os conhecimentos científicos e tradicionais e na promoção do diálogo
entre os diferentes ramos da sociedade. Além disso, uma das ações importantes da
Oceanografia Socioambiental é incentivar os estudos oceânicos dentro da educação, tanto
formal quanto informal, em diferentes estratos sociais.
Palavras-Chave: Oceanos, Conservação, Educação, Agenda 2030.
1 OCEANS AND SOCIO-ENVIRONMENTAL OCEANOGRAPHY

Coastal zones are areas that cover up to 100 km from the coastline, with an altitude

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below 100 m above sea level (SMALL; NICHOLLS, 2003). All over the world, these
areas are complex mosaics of coastal ecosystems, where biological, physical, chemical,
geological, meteorological and socio-environmental factors are in constant interaction.
The closer to the coastline, the more these relationships are intensified, due to the
interface between land and sea and the availability of resources that these interactions
offer (CROSSLAND et al., 2005). This set of complex factors allows these environments
to be sources of food, energy, mineral resources, and spaces for leisure, recreation, sports
and religious practices (MEA, 2005).
In these areas, the intense supply of resources is very attractive for human
development. For this reason, coastal areas are the regions with the highest population
density around the world (BALK et al., 2009; NEUMANN et al., 2015; MAUL;
DUEDALL, 2019). A greater population density implies greater pressure on the use of
natural resources, and because these are areas of land-sea interface, coastal environments
are considered fragile, mainly due to the intensification of anthropic activities
(CROSSLAND et al., 2005; MCFADDEN et al., 2007). Projections carried out by the
World Bank found that in the last three decades the population in coastal areas has gone
from 1.6 billion to more than 2.5 billion people, with more than ¾ (1.9 billion) in
developing countries (WBG, 2015). This population growth in coastal areas has
demanded more from coastal ecosystems, which consequently compromises the
maintenance and quality of ecosystem services that benefit people (DELICADO et al.,
2012). Over the last decades, seas and oceans have aroused the interest of researchers
from different areas, especially the lay population. This growth in interest in oceanic
culture is due to the dissemination in television, social media and radio of the increase in
negative interference in coastal areas caused by human activities, such as the reduction
of natural resources and pollution caused by the inadequate disposal of solid waste.
In Brazil, the Coastal and Marine Zone extends from Oiapoque River mouth
(04°52’N) to the Chuí River mouth (33°45’S), and from the limits of the cities located on
the coast up to 200 nautical miles, including the areas surrounding the Atol of Rocas
(03°51’S – 33°48’W), the archipelagos of Fernando de Noronha (03°50’S – 32°25’W),
São Pedro and São Paulo (0°55’S – 29°21’W) and the islands of Trindade and Martin
Vaz (20°29’S – 29°19’W ), located beyond the aforementioned maritime limit (MMA,
2012). The environmental problems on the Brazilian coast are closely linked to the
incentive that the federal government offers to industrial development along the coast.
With the addition of the difficulty and even lack of planning for this economic

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development, the consequence is the intensification of negative impacts on the seas and
oceans and, consequently, a reduction in quality of life of human populations (MEA,
2005; OLIVEIRA et al., 2016; SARTORE et al., 2019; OLIVEIRA et al., 2020).
The problem of coastal environments is even greater due to the complexity of
managing them, especially with aims at sustainable development. The different actors and
users have diverse interests that make it difficult for the management of these
environments (MCLEOD; LESLIE, 2009). Among the tools that enable the improvement
of human development in coastal zones, the dissemination of knowledge, accessible to
society in general and to decision makers, stands out (ABREU et al., 2017; ZAPPES et
al., 2019). However, meeting all the diverse interests for the use of coastal zones is a
challenge, since the management of these zones depends on different institutions, rules
and guidelines, associated with both public and private authorities (CAVALCANTE;
ALOUFA, 2018). In Brazil, there are countless institutions linked, directly or indirectly,
to Integrated Coastal Management, involving both companies and associations and
government agencies, such as Ministries (CAVALCANTE; ALOUFA, 2018).
In this context, in 2002 the term Ocean Literacy – Ocean Culture emerged, based
on partnerships between scientists and educators. Its main objective is to develop
pedagogical resources aimed at teaching the Ocean Sciences. Another important moment
occurred in the year 2017 with the announcement of the Decade of Ocean Science for
Sustainable Development (between 2021 and 2030) by the United Nations (UN)
(UNESCO, 2017). The goal of this decade is to mobilize the scientific community,
legislators, the private sector and civil society for a program for joint research and
technological innovation, one of the objectives of which is to disseminate the importance
of coastal environments so that they are valued. The Decade of Ocean Science will enable
the gathering of information and unifying actions, enabling countries to achieve their
2030 Agenda goals that have to do with the ocean. Achieving these objectives, plans to
ensure health, well-being and food security will be more accessible to countries,
especially developing countries. Also, the Decade of Ocean Science will contribute to
strengthening partnerships, increasing investment in priority areas for conservation
(UNESCO, 2017).
The Decade of Ocean Science emerged in line with the Agenda 2030 Sustainable
Development Goals (SDGs), especially SDG 14, “Life Below Water,” which aims to
conserve and promote the sustainable use of oceans, seas and marine resources. From
SDG 14, the need to encourage the participation of the lay society in decision-making

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processes on the use of resources, especially ocean resources, becomes evident. However,
it is necessary to first understand how citizens perceive coastal and ocean environments
from their formation to their use for human activities (UNESCO, 2017).
In the Ocean Sciences, there is a tradition of conducting physical, geological,
biological and chemical studies on coastal and ocean environments in which the human
dimension is still little discussed (MOURA, 2017). In order to increase the discussion on
the role of humans on coastal and ocean ecosystems, a new branch is growing: Socio-
environmental Oceanography (MOURA, 2017; NARCHI et al., 2018; MOURA, 2019).
This new line of study is focused on the human dimension and its relations with the
oceans, seas and coastal areas (MOURA, 2017). Classical oceanography researchers
resist the institution of this new branch with a social bias, which they justify is a topic for
the Humanities. According to these researchers, the human dimension is already
indirectly incorporated into the technical-scientific studies of the Ocean Sciences. These
arguments can limit potential actions and strategies for the Decade of Ocean Science.
Socio-environmental Oceanography allows classic oceanography to act in
discussions on the sustainability of the oceans from the co-management of resources with
society (LUBCHENCO, 1998; MOURA, 2017; NARCHI et al., 2018; MOURA, 2019).
These issues are presented in partnership with the Human and Environmental Sciences,
covering topics related to political ecology and State action in the land, sea and
atmospheric environments (JACQUES, 2010; STONIC; MANDELL, 2007; MOURA,
2017). Research aimed at this new branch can contribute to the understanding of
phenomena studied by other areas of Oceanography, from the combination of traditional
knowledge from communities, scientific knowledge from researchers, and perception of
societies that live close to the coast and use ocean ecosystem services (MOURA, 2017;
2019). In addition, Socio-environmental Oceanography can increase and ensure the
involvement of stakeholders in the elaboration of co-management strategies for the
sustainability of coastal ecosystems (FERNANDES; ZAPPES, 2020). Thus, this new area
of research allows for interdisciplinary discussions and ensures the participation of the
different actors involved (JACQUES, 2010; KELLY et al., 2017; MOURA, 2019).
All areas of Ocean Sciences research contribute to the understanding of impacts
related, for example, to climate change, ocean pollution, loss of ocean species and
degradation of ocean and coastal environments (UNESCO, 2017). In addition to
understanding these biotic and abiotic aspects, it is necessary to consider the cultural
aspect, since the way human populations live interferes in decision-making related to

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sustainability. That is why it is important to encourage the dissemination of oceanic

culture, ensuring that the actors involved are aware of all scenarios (UNESCO, 2017).
In this sense, bringing together traditional and scientific knowledge allows the
expansion of information about coastal and ocean environments, and sustainable actions
practiced by human populations living on the coast can contribute to the co-management
of oceans (ABREU et al., 2017; ALVES et al., 2020). With this co-management, it would
be possible to provide information for the elaboration of public policies and ensure their
effectiveness based on the participation of stakeholders in the mitigation of socio-
environmental conflicts and in the rational use of resources (ARBO; THUY, 2016;
ZAPPES et al., 2016b).
In Brazil, some studies on the Socio-Environmental Oceanography have presented
results and discussions that can contribute to the proposals of SDG 14, demonstrating the
important role of this branch of the Ocean Sciences for coastal and ocean conservation
and maintenance of the quality of human life, as in issues involving: 1) impacts on and
destruction of artisanal fishing territories caused by mega-enterprises at ports
(OLIVEIRA et al., 2016; ZAPPES et al., 2016b), real estate speculation (MUSIELLO-
FERNANDES et al., 2018) and mining companies (OLIVEIRA et al., 2020); 2) use and
commercialization of ocean fishing resources (MUSIELLO- FERNANDES et al., 2017;
BRAGA et al., 2018; CÔRTES et al., 2018; ABREU et al., 2020; BRAGA; ZAPPES,
2021; ZAPPES; FARIA, 2021); 3) interference of climate and oceanic conditions on the
safety and maintenance of artisanal fisheries (ALVES et al., 2018; 2019; 2020); 4)
broadening scientific production involving partnerships between scientific and traditional
knowledge (ZAPPES et al., 2011; 2013a; 2013b; 2014; 2016c; FERNANDES; ZAPPES,
2020); and 5) scientific literacy regarding oceanic culture (ZAPPES et al., 2019).
Despite this, before the Decade of Ocean Science, the production of socio-
environmental studies developed exclusively by ocean scientists in oceanic and coastal
environments was considerably small in the country. In general, scientific production in
the area of Socio-environmental Oceanography is still carried out by researchers from
other areas of scientific knowledge, such as Anthropology (CORDELL, 1974;
MUSSOLINI, 1980; ADOMILLI, 2006); Biology (BEGOSSI, 1995; HAIMOVICI,
2011; ZAPPES et al., 2013a; 2013b; 2016a; 2016c; CÔRTES et al., 2018; MUSIELLO-
FERNANDES et al., 2018; BRAGA; ZAPPES, 2021); Geography (ALVES et al., 2018;
2019; 2020; ABREU et al., 2020; OLIVEIRA et al., 2020); Social Sciences (DIEGUES,
1995); and History (MALDONADO, 1993). The rare contributions of Ocean Sciences

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researchers are a point of criticism in classical Oceanography, as scientists in the area

tend to exclude the humanities (MOURA, 2019). Therefore, it is important for researchers
trained in Ocean Sciences to explore and discuss socio-environmental problems in their
research, since the problems of the oceans, seas and coastal zones are directly or indirectly
linked to human action.
2 OCEAN CULTURE AND SOCIO-ENVIRONMENTAL OCEANOGRAPHY

Although a large portion of the population lives in coastal areas, society is still
unaware of the impacts generated by human activities in coastal and ocean environments.
One of the challenges of the global scientific community is to gather and share knowledge
with diverse audiences. Thus, one of the pillars to improve the human relationship with
these environments involves spreading the ocean culture, that is, promoting educational
actions about oceans.
The dissemination of information about the Ocean Sciences to society is
considered a process of literacy. According to Paulo Freire, literacy allows us to make
connections between the world we live in and the written word (FREIRE, 1967). Thus,
we can use this concept for scientific literacy, which happens when individuals gain
access to interdisciplinary knowledge and scientific discoveries and manage to make
connections with the world around them (ARAGÃO; MARCONDES, 2018). It is also
essential that individuals understand that humans are an integral part of the environment,
and that we influence and are influenced by it (CARVALHO, 2008). This is also one of
the principles of Nature Conservation: knowing nature is a basic premise for conserving
it. Therefore, Freire’s transformative pedagogical concept is fundamental to the socio-
educational processes of Ocean Sciences, as all knowledge in this field is based on socio-
environmental demands. The resolution of problems in the ocean and coastal
environments is an urgent social demand that needs to be inserted in socio-educational
processes, especially in the Decade of Ocean Science.
Thus, at this moment, Socio-environmental Oceanography studies become
important tools for scientific literacy on ocean culture. This is because from studies
involving human and socio-environmental discussions on the coastal and ocean areas, it
will be possible to understand the language used by traditional communities and by
society in general, and in this way, approach and facilitate the dialogue between scientists,
society and managers (ZAPPES et al., 2014; ABREU et al., 2017). Another factor
included in this knowledge dissemination process is related to SDG 4, which advocates

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the promotion of quality education with the involvement of Basic Education schools,
Higher Education and research institutions, non-governmental groups and people who
depend on coastal resources. The theoretical-conceptual and practical use of Socio-
environmental Oceanography can facilitate public educational and environmental
policies, allowing the sharing of information related to coastal-ocean environments
(ZAPPES et al., 2019).
In order for conversations like the one proposed above to be effective, it is
necessary that those involved have knowledge about the problems and conflicts involved
in the atmosphere-continent-ocean interface. The knowledge provided by science can
empower or weaken groups of people who seek environmental quality, as incomplete
information can hinder and even suspend conservation efforts, if the environmental
scenario is unknown (JACQUES, 2010). Therefore, knowledge regarding ocean culture
must be broad, to allow individuals to be: 1) knowledgeable about the ocean; 2) able to
communicate about the ocean in a meaningful way; and (3) able to make decisions about
the use of ocean resources (SANTORO et al., 2017). Since the Decade of Ocean Science
is starting, it is essential that researchers, educators, local actors and managers who work
and/or experience coastal and ocean environments promote ocean literacy.
The oceans are important for the maintenance of life on Earth, but information
about these ecosystems is rarely discussed with the lay population and in formal and
informal education. In this sense, it is essential that the teaching of ocean culture is
inserted in people’s daily lives, proving the importance of combining scientific and
traditional knowledge for greater effectiveness of conservation strategies (ZAPPES et al.,
2019). The dissemination of ocean culture is an important topic, as it positively interferes
in people’s actions, and it is considered a motivator for behavioral changes (POTTS et
al., 2016). This is one of the goals presented in the UNESCO proposal (2017) in the
document on the Decade of Ocean Science, which underscores the importance of
disseminating research results to all the actors involved, thus increasing their participation
in the debates.
Access to scientific content develops logical and critical thinking, in addition to
increasing argumentative abilities. In this sense, understanding the processes that occur
in coastal and oceanic environments through scientific literacy is fundamental for people
to identify the connection between their actions and the ocean. This understanding allows
to increase argumentative capacities in policy discussions, in addition to motivating the
adoption of pro-environmental behaviors (STEEL et al., 2005). However, in order to

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promote scientific literacy involving ocean culture, it is necessary to promote educational

actions based on information about approximation and partnerships that Socio-
environmental Oceanography can provide. Scientific literacy becomes more efficient in
promoting the adoption of sustainable behaviors when associated with motivational
content and social marketing techniques (SCHULTZ, 2011; CIGLIANO et al., 2015).
Another important factor is involving different media, using adapted language and
making topics accessible to a diverse and lay audience, recognizing diversity in cultural
and social values (BAUER et al., 2007). Thus, it is essential to strengthen the bonds
between society and research institutions in which Socio-Environmental Oceanography
as an interdisciplinary area is important, since it can contribute to the understanding of
society, to the intermediation and promotion of dialogues between different social actors,
in addition to provide products to encourage the practice of ocean culture together with
formal and informal education (Figure 1).
Figure 1. Involved in the Decade of Ocean Science and actions of Socio-environmental Oceanography to
achieve the goals of the 2030 agenda.
3 DECADE OF OCEAN SCIENCE AND THE BLUE ECONOMY

The concept of Blue Economy became popular after the United Nations
Conference on Sustainable Development (Rio+20) held in the city of Rio de Janeiro,
Brazil (SMITH-GODFREY, 2016). This term was used during the conference to align
the economic development of nations with the sustainability of ocean ecosystems. The
need to join development and sustainability is urgent, since the depletion of natural

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resources caused by economic development is a concern of the scientific community

worldwide (FRANCIS, 1990). In contrast, studies show the possibility of sustainable
economic growth from the ocean industry (FISH; WALTON, 2012; KYVELOU;
IERAPETRITIS, 2020).
The discussion involving the Blue Economy strengthens actions to support
compliance with the 2030 Agenda SDGs (SAKER et al., 2018). The SDGs directly
associated with the ocean environment are: 1) Clean water and sanitation (SDG 6) –
emphasizes the need to eradicate the release of domestic waste into ocean ecosystems and
to promote basic sanitation systems for all; 2) Responsible consumption and production
(SDG 12) – the extraction of ocean resources (oil and gas, sand, fishing and minerals)
must respect the sustainable agenda; 3) Climate action (SDG 13) and Life below water
(SDG 14) – since oceans regulate the global climate through the retention of heat and
gases, anthropic interference on these ecosystems deregulates temperatures and
potentiates climate change; 4) Life below water (SDG 14) – through the oceans, human
communities maintain their ways of life and cultural practices, which must be sustainable.
The other SDGs are indirectly associated with the ocean environment, but regardless, they
must be considered in discussions about the Blue Economy.
In Brazil, the application of the Blue Economy principles is fundamental, since
the ocean area under Brazilian jurisdiction is 3.6 million km2, corresponding to
approximately half of the land area of the Brazilian territory (FILHO et al., 2013); in
addition to the diversity of coastal ecosystems in the country. These environments are
exploited in an uncontrolled manner, in disagreement with the Blue Economy principles,
requiring government intervention, especially due to the intense participation Brazil had
in the establishment of the SDGs during Rio+20 (POWERS, 2012).
In this sense, political investment and effective actions by the Brazilian
government in the Blue Economy can encourage other countries participating in the 2030
Agenda, especially in the beginning of the Decade of Ocean Science. However, it is
necessary to involve several segments of society (researchers, public and private sectors
and social movements) to implement projects involving the Blue Economy. This
participation is essential to assess the performance of projects in accordance with the
principles of the 2030 Agenda, in order to meet the SDGs and targets (UN, 2015).

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4 THE ROLE OF SOCIO-ENVIRONMENTAL OCEANOGRAPHY IN THE

DECADE OF OCEAN SCIENCE
The ocean provides the opportunity to address the three pillars that make up
sustainable development: environment, economy and society. However, demonstrating
the human-ocean connection to a society that considers itself separate from nature has
interdisciplinary challenges, as this separatist perception manifests itself in public
management and in programs and actions at various social levels, which consequently
undermines environmental conservation (SCHULTZ, 2002; 2011).
Researchers, managers and local actors believe that actions derived from the
proposal of the Decade of Ocean Science would bring lay citizens closer to the sustainable
needs of oceans. This approach is important, since during the regional workshops for the
construction of the Decade of Ocean Science, popular participation was scarce. This
shows the need for the dissemination of the ocean culture through various media, mainly
social media, which are an important tool for the involvement of the lay public. This
movement of bringing scientists and society together can boost the achievement of the
expected results by 2030, from promoting coastal and ocean conservation to reaching the
SDGs (MACKENZIE et al., 2019; RYABININ et al., 2019). In this sense, Socio-
environmental Oceanography represents an essential interdisciplinary approach to
achieve the objectives of the decade, contributing to the interaction between science and
society (Table 1).

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Table 1. Actions of Socio-Environmental Oceanography and its contributions to the Decade of Ocean Science
How can Socio-environmental Oceanography
Actions Why is it important? Stakeholders
contribute?
To reduce overfishing and maintain sustainable
activities, ensuring the maintenance of fishing Teaching and research
Monitor fishing activities
cultures; to encourage the participation of fishing institutions, institutions and From the understanding of the fishing culture routine and
(This action is related to
communities in political processes that regulate the representatives of fishing way of life of communities that depend on the activity.
goal 14.b of the 2030
co-management of this activity. The participation communities, Non- With the combination of information provided by local
Agenda, and 14.4 and
of local actors in public environmental policies Governmental Organizations, actors, co-management actions can be developed.
14.6 of the 2020 Agenda).
facilitates conservation processes, since those environmental managers.
involved feel they are part of the process.
Teaching and research

Create and expand
institutions, institutions and
protected ocean areas To ensure the protection of ocean environments Developing partnerships with stakeholders, with
representatives of fishing
(This action is related to from co-management and from the use of ocean community involvement in order to optimize and ensure
communities, Non-
goal 14.5 of the 2030 resources in an extractive manner. the protection of ocean environments.
Governmental Organizations,
Agenda).
environmental managers.
Educational and research

Reduce ocean pollution institutions, public managers
To maintain environmental quality and ocean From the promotion of educational activities for literacy
(This action is related to and environmental managers,
ecosystem services, increasing the quality of life of and dissemination of ocean culture with different social
goal 14.1 of the 2025 Non-Governmental
coastal populations. groups.
Agenda). Organizations, conservation
marketing companies.
Understand the effects of To further knowledge about the oceans in their Teaching and research Conducting research related to the perception of tourists
ocean warming, ocean chemical, physical, biological, geological and institutions, tourism managers and local actors on maintaining tourist flow in areas
acidification and climate socio-environmental aspects, and in this way and environmental managers, considered to be impacted by ocean warming and ocean
predictions (This action is contribute to sustainable planning actions that institutions and representatives acidification. Establishing partnerships between academic
related to goal 14.3 of the involve tourism and traditional uses of coastal of traditional communities that organizations and civil society to produce ocean literacy
2030 Agenda). environments. use ocean ecosystem services. material.

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Continuation - Table 1.
contribute?
Encourage technological
Research institutions, public
innovation in activities that To develop sustainable technologies for the Carrying out perception surveys to identify the
managers, companies that exploit
use ocean resources (This exploitation of ocean resources, ensuring development of sustainable tools and methods used by
ocean resources, and representatives
action is related to goal 14a environmental quality. local actors to capture fishing resources, for example.
from fishing communities.
of the 2030 Agenda).
Promote scientific literacy Conducting scientific dissemination actions on ocean
and dissemination of ocean culture in both formal and informal education.
Scientific literacy strengthens critical
culture based on social Educational and research
thinking, allowing citizens to participate in
demands (This action is institutions, Non-Governmental Training of individuals at different levels (scientific,
environmental decision-making that
related to goal 4.7 of SDG 4 Organizations. governmental, private and public sectors) through
interferes with their quality of life.
– Quality Education, of the short to long-term courses in formal and informal
2030 Agenda). education.
Historical data can help with fundamental
Filling time gaps in Education and research institutions,
information to face current conservation Conducting research based on the combination of
historical data (This action Non-Governmental Organizations,
challenges, as time gaps in information information based on scientific and traditional
is related to goal 14a of the and local actors from traditional
generate uncertainties regarding human knowledge.
2030 Agenda). communities.
impacts on ocean ecosystems.
Identifying, through perception surveys, the adaptive
capacities of coastal populations to face the impacts
Identify and increase caused by ocean risks.
resilience to ocean risks Encouraging education and research institutes and
To identify interferences of these risks to Educational and research
(i.e. storms, coastal erosion, citizens in Citizen Science programs to observe the
human health and to the maintenance of institutions, Non-Governmental
toxic algae proliferation). ocean, with the inclusion of Ethnoclimatology and
traditional activities, such as artisanal fishing, Organizations, and local actors from
(This action is related to Ethno-oceanography data.
for example. coastal populations.
goal 14.2 of the 2020 Developing strategies to translate and transmit
Agenda). information in an accessible language to the lay
public, in order to make the role of science in society
more efficient.

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Continuation - Table 1.
contribute?
Create innovative public To increase the understanding of decision-

policies and ensure social making processes in coastal and ocean
responses to achieve global environments, in addition to the involvement Encouraging dialogue and partnerships between
institutions, Non-Governmental
sustainability (This action is of interested parties to ensure the practical scientific and traditional knowledge and other
Organizations, conservation
related to goal 11.3 of SDG information necessary in the development of branches of society (co-production and co-
marketing companies, and local
11 - Sustainable cities and sustainable management measures and the dissemination).
actors from coastal populations.
communities, of the 2030 construction of cultural legitimacy to
Agenda). implement actions.
Create a new narrative on the

ocean to motivate the Educational and research
To present to society the causes of the
reduction of pressure and institutions, environmental
impacts to the oceans, so that it is possible to
provide visibility to ocean managers, environmental Use of social marketing techniques to influence pro-
develop solutions joining science and public
science programs (This action marketing companies, and environmental preferences and behaviors.
interest to define decision-making processes
is related to goal 17.17 of representatives from coastal
in coastal and ocean environments.
SDG 17 - Partnerships for the populations.
goals, of the 2030 Agenda).
Developing better methods to implement coastal

To know and define areas and the way in zoning through public participation. Conducting
Ocean Spatial Planning (This institutions, Non-Governmental
which ocean ecosystem services are used, research on participatory mapping and social
action is related to goal 14a Organizations, environmental
ensuring extraction to maintain the way of cartography of coastal areas used by traditional
and b of the 2030 Agenda). managers and representatives from
life of traditional communities. communities and society in general to identify
traditional coastal communities.
possible ocean spatial conflicts.

ISSN: 2525-8761
ACKNOWLEDGEMENTS
To the Program for Extension of the Universidade Federal Fluminense (UFF/PROEX –
Edital Fluxo contínuo 2020/2021 – Process 360730.1927.335487.22102020), to the
Fundação Carlos Chagas Filho de Amparo a Pesquisa do estado do Rio de Janeiro [grant
number E-26/202.789/2019].

ISSN: 2525-8761
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Brazilian Journal of Development 66513

Decade of Ocean Science and its relationship with Social-

Década da Ciência Oceânica e sua relação com a Oceanografia

Recebimento dos originais: 06/06/2021

Camilah Antunes Zappes

Lázaro Dias Alves

Nathalia Ribeiro Bignotto

Luciane Ayres Castro Reis

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

Cristielli Sorandra Rotta

Keywords: Oceans, Conservation, Education, 2030 Agenda.

Palavras-Chave: Oceanos, Conservação, Educação, Agenda 2030.

1 OCEANS AND SOCIO-ENVIRONMENTAL OCEANOGRAPHY

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

sustainability. That is why it is important to encourage the dissemination of oceanic

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

researchers are a point of criticism in classical Oceanography, as scientists in the area

2 OCEAN CULTURE AND SOCIO-ENVIRONMENTAL OCEANOGRAPHY

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

promote scientific literacy involving ocean culture, it is necessary to promote educational

3 DECADE OF OCEAN SCIENCE AND THE BLUE ECONOMY

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

resources caused by economic development is a concern of the scientific community

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

4 THE ROLE OF SOCIO-ENVIRONMENTAL OCEANOGRAPHY IN THE

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

Teaching and research

Educational and research

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

Create innovative public To increase the understanding of decision-

Create a new narrative on the

Developing better methods to implement coastal

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

ABREU, J. S.; DI BENEDITTO, A. P. M.; MARTINS, A. S.; ZAPPES, C. A. Artisanal

ADOMILLI, G. Tempo e espaço: considerações sobre o modo de vida dos pescadores do

ALVES, L. D.; BULHÕES, E. M. R.; DI BENEDITTO, A. P. M.; ZAPPES, C. A.

ALVES, L. D.; DI BENEDITTO, A. P. M.; GHISOLFI, R. D.; QUARESMA, V. S.;

ALVES, L. D.; DI BENEDITTO, A. P. M.; ZAPPES, C. A. Ethnooceanography of tides

ARAGÃO, S. B. C.; MARCONDES, M. E. R. Fundamentals of Scientific Literacy: A

ARBO, P.; THUY, P. T. T. Use conflicts in ecosystem-based management - The case of

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

BRAGA, A. A.; ZAPPES, C. A. Status of traditional knowledge about penaeidae shrimps

BRAGA, A. A.; ZAPPES, C. A.; OLIVEIRA, A. C. M. Estudo do conhecimento

CARVALHO, I. C. M. Educação ambiental: a formação do sujeito ecológico. São Paulo:

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CORDELL, J. The lunar-tide fishing cycle in Northeastern Brazil. Ethnology. v. 13, p.

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CÔRTES, L. H. O.; ZAPPES, C. A.; DI BENEDITTO, A. P. M. The crab harvest in a

DELICADO, A.; SCHMIDT, L.; GUERREIRO, S.; GOMES, C. Pescadores,

DIEGUES, A. C. S. Povos e mares: uma retrospectiva de sócio-antropologia marítima.

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021

FERNANDES, J. M.; ZAPPES, C. A. Oceanografia socioambiental da pesca artesanal no

FILHO, O. D. Q. O.; ARAÚJO, A. M.; MEDEIROS, A. L. R.; ROHATGI, J. S.;

FRANCIS, J. G. Natural resources, contending theoretical perspectives, and the problem

HAIMOVICI, M. Sistemas pesqueiros marinhos e estuarinos do Brasil: caracterização e

KYVELOU, S. S. I.; IERAPETRITIS, D. G. Fisheries Sustainability through soft

MAUL, G. A.; DUEDALL, I. W. Demography of Coastal Populations. In: FINKL, C.

Brazilian Journal of Development, Curitiba, v.7, n.7, p.66513-66534 jul. 2021