[pt] A ciência oceânica carece de um diálogo estruturado entre os conhecimentos técnico e empírico social, em particular com o esporte. São escassos os trabalhos que estimulam e conectam cientistas do mar e esportistas aquáticos. A falta de comunicação entre estes setores sociais inviabiliza oportunidades que agregam para a sustentabilidade do oceano. Por conta disto, e em busca de analisar o potencial que os esportes aquáticos possuem para o desenvolvimento da cultura oceânica no Brasil, esse trabalho propõe uma metodologia de aprendizagem experiencial que conecta a educação do surf a temas da sustentabilidade, oferecendo aos educadores desse esporte uma ferramenta capaz de propagar a Cultura Oceânica. A metodologia tem como base a Teoria da Aprendizagem Experiencial, desenvolvida em sua maior parte por David Kolb (1984). Nesta abordagem, o aprendizado se inicia a partir da experiência direta de cada pessoa, seguida de reflexões, conceituação e ações estimuladas para internalização e fixação da aprendizagem. A metodologia proposta neste trabalho conecta a aprendizagem prática do surf a reflexões, conceitos e estímulos comportamentais ligados à Cultura Oceânica. Para compreender o contexto do público em relação ao tema, e averiguar a importância da criação desta metodologia, foram realizadas quinze entrevistas em profundidade: oito com educadores do oceano e sete com educadores do surf. A abordagem teórico-metodológica do construcionismo social de Spink (2013) orientou o desenho da pesquisa e a análise das entrevistas. Ambos os grupos de educadores concordaram com o importante papel do esporte como ferramenta de sensibilização para aprendizagem da sustentabilidade do oceano e disseminação da cultura oceânica. / [en] Ocean science lacks a structured dialogue between technical end empirical social knowledge, in particular with sport. There are only a few works that stimulate and connect ocean scientists and water sports enthusiasts. The absence of communication between those sectors prevents the creation of opportunities that contribute to the sustainability of the ocean. Therefore, in order to analyze the potential that water sports have for the development of Ocean Literacy in Brazil, surfing was used to build the methodology by which sport educators can propagate Ocean Literacy using scientifically based information through their own contact with the ocean. The methodology is based on the Experiential Learning Theory developed mostly by David Kolb (1984). Learning starts with the direct experience of each person, which will be the sport, along with their own experiences and the environment that surrounds them. Based on the feelings and observations generated by the practice of the sport, reflections, conceptualizations, and actions are stimulated to internalize and fix this learning. To ascertain the importance of creating this methodology, interviews were conducted, based on Spink s (2013) theoretical-methodological approach of social constructionism, with a group of eight ocean educators and seven surf educators. Both groups of educators agreed on the important role of water sports in the collaboration of Ocean Literacy, and its influence on society s understanding of the importance of ocean sustainability for their lives and the planet.

Although, Oceans are a fundamental part of our survival, covering 70% of our planet and producing 50% of our oxygen, public awareness of marine ecosystems and their functions remain very low. In United Nations list Life below water as one of their 17 development goals in the world, highlighting the need for raising Ocean Literacy. Recently in the Southern Wharf Basin in Malmö restoration has been done to shallowing the sea floor and invite nature back into the city. However, there lacks public knowledge about the restoration.  This thesis explores how Interaction Design can help bridge the knowledge gap by developing an interactive tool to enhance Ocean Literacy. The project adopts Research through Design as a methodology documenting the iterative phases of prototyping. The approach of combining tangible interaction with learning more about the unseen world of the Southern Wharf Basin sets the stage for new insights on how we engage with and learn about marine ecosystems. Strategically placed at the Basin, the periscope allows the local community to interact directly with the site where the restoration occurs. The findings of this study indicate that the interactive Upside-Down periscope manages to spark people's curiosity about the marine environment in the area.