Cultura oceânica na educação básica: o que dizem os projetos político-pedagógicos de escolas públicas de fortaleza e quais as contribuições do projeto tartarugas do futuro?

Abstract

This study analyzes the inclusion of Ocean Culture themes in the Political-Pedagogical Projects of public schools in the city of Fortaleza and discusses the contributions of the Tartarugas do Futuro Project to the incorporation of this theme in the school context, addressing gaps identified in the documents. The research is characterized as qualitative, exploratory-descriptive in nature, developed through documentary research and content analysis. Ten Political-Pedagogical Projects from public elementary and high schools were analyzed, obtained through convenience sampling, along with fourteen records of educational activities carried out by the Tartarugas do Futuro Project in public schools in Fortaleza between 2022 and 2026. The documents were examined using descriptors related to Ocean Culture and classified into four levels of inclusion: absent, superficial mention, isolated actions, and curricular integration. The results indicate that nine of the ten schools analyzed showed no explicit reference to ocean themes, being classified at the absent level. Only one institution reached the isolated actions level, as it recorded a reference to Sustainable Development Goal 14. Environmental Education was present in all analyzed documents at varying levels of depth, forming an already established pedagogical framework that may facilitate the progressive incorporation of Ocean Culture into school practices. Analysis of the Tartarugas do Futuro Project records identified a predominance of educational lectures, followed by traveling exhibitions and field classes, serving students from both stages of basic education. The project's activities directly complement the gaps identified in the Political-Pedagogical Projects. It is concluded that Ocean Culture has low institutionalization in the Political-Pedagogical Projects of the investigated schools, and that civil society organizations can act as complementary agents to formal education in promoting this theme in coastal municipalities.