Geodiversity in elementary school: knowing the rocks and soils to recognize the Geoheritage in Rio de Janeiro City, Brazil

The relevance of geomorphological studies to the understanding of geographic space is undeniable. Identifying the potential and vulnerabilities of a relief compartment allows adequate settlement , reduction of socio-environmental risks, carrying out economic activities, and consequently, better development of societies. Despite its importance, Geomorphology is still little explored in the school, especially in relation to geoconservation. Several authors highlight the importance of educational aspects of geoheritage and geodiversity (Brilha, 2005; Gray, 2013; Jorge; Guerra, 2016; Rangel et al., 2019), however, despite this, geodiversity is underdeveloped in elementary schools. Geomorphology can use different strategies as practical activities that stimulate creativity and “scientific ambition” in students, for example, using different fragments of rocks and soils to recognize diversity. This research aims to stimulate the interest of elementary school students in geodiversity, through practical activity to recognize different types of rocks and soils. To this end, practical analyzes were carried out in a laboratory set up in a state school in Rio de Janeiro City. The laboratory creation, as well as the activities carried out, are part of the project "Educate soils: development of scientific research with soils in Basic Education in Rio de Janeiro City" which aims to stimulate scientific practices associated with geodiversity and soils in a state school. The students will have contact with various types of rocks and soils to try to relate to images of cultural heritage and landscapes of Rio de Janeiro City. As a theoretical reference, the booklet "Soils: Knowing Your History" prepared by Jorge (2022) was used, for the practical part, an adaptation of the activity "Knowing the rocks" proposed by Rangel (2021) and the activity "production of paint of soils” elaborated by Silva and Rangel (2021). All activities sought to stimulate the student's interest in geodiversity from practical contact with rocks and soils and, later, the identification of these elements in the landscape of Rio de Janeiro City. It is concluded that the use of materials and practical activities, as an integral part of the Geodiversity teaching process, is important for elementary school students, as it stimulates the involvement of students with the contents covered, as well as, emphasizes the interest for the heritage value of geology and geomorphology.