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.