Geodiversidade e educação ambiental: uma proposta didática aplicada ao Geoparque Serra do Sincorá - Bahia

Abstract

This research presents an interdisciplinary teaching approach for elementary school students, focusing on the geodiversity of the Serra do Sincorá Geopark, located in Chapada Diamantina, Bahia. The proposal sought to highlight the local geological heritage and promote environmental education as a fundamental component of environmental science teaching in elementary school. Based on the premise that geodiversity remains an underexplored topic in schools, despite its relevance for understanding natural processes and developing a critical awareness of the relationship between society and nature, the research integrated scientific content with local contexts through contextualized pedagogical practices. The activities were structured around four main areas: raising awareness within the school community, conceptualizing geodiversity and geoconservation, visiting geosites, and encouraging critical reflection on sustainability. Among the activities, the production of teaching materials, the construction of thematic maps, interpretative trails, and the creation of a school field guide as an educational product stand out. The methodology adopted was action research, which enabled active student participation, cooperation between teachers, students, and families, and the integration of theory and practice in a meaningful learning process. The results indicated that students expanded their understanding of the elements of geodiversity, developed a greater appreciation for the natural heritage of Chapada Diamantina, and strengthened their sense of belonging to the region. Furthermore, the activities fostered the development of situated knowledge and fostered attitudes of socio-environmental responsibility. It is concluded that geodiversity, when integrated into the school curriculum, constitutes an effective tool for teaching Environmental Sciences, contributing to students' cultural and ecological identity and promoting educational practices aligned with the Sustainable Development Goals (SDGs), especially those related to quality education, sustainable cities, climate action, and life on land.