One of the most significant ferruginous geosystems in Brazil and worldwide is the Quadrilátero Ferrífero, located in Minas Gerais, in its southeastern part. Its economic importance imposes intense pressure on unique environmental attributes, such as rare species of flora and fauna, speleological sites, scenic beauty, water resources, geological outcrops and fossils. To protect one of the few remnants of this geosystem not yet economically used by mining, a conservation unit of integral protection was created in 2014: the Serra do Gandarela National Park. In this context, the article aims to inventory and evaluate representative sites of geodiversity for educational purposes, indicating a methodological procedure that can be used for other ferruginous geosystems in Brazil and the world. For this, two methodological steps were used. The first involved assessing the study area as a whole, using map algebra which considered geodiversity, environmental vulnerability and capillarity of access roads. Using the results of the previous one, the second stage evaluated six specific geodiversity sites in the study area for didactic use, from a qualitative, quantitative point of view and regarding the risk of degradation. The results show that this integrated evaluation proved to be suitable, allowing the identification of the potentialities and risks of the selected sites and understanding the implications for the educational use of each one of them due to their location within the conservation unit.

QuadriláteroFerrífero是巴西乃至全世界最重要的铁质地质系统之一，位于东南部的米纳斯吉拉斯州（Minas Gerais）。它的经济重要性对独特的环境属性施加了巨大压力，例如稀少的动植物物种，洞穴学遗址，风景秀丽，水资源，地质露头和化石。为了保护尚未被采矿业经济使用的该地球系统中的少数残留物之一，2014年创建了一个整体保护的保护单位：塞拉杜干达雷拉国家公园。在此背景下，本文旨在为教育目的清点和评估代表性的地球多样性站点，指出了可用于巴西乃至世界其他含铁地质系统的方法程序。为此，使用了两个方法步骤。首先涉及使用地图代数对研究区域进行整体评估，其中考虑了地球多样性，环境脆弱性和通道的毛细程度。第二阶段使用上一个阶段的结果，从定性，定量的角度以及关于退化的风险，评估了研究区域中六个特定的地球多样性场所用于教学用途。结果表明，这种综合评估被证明是合适的，可以识别选定地点的潜力和风险，并了解由于它们在保护单元中的位置而对每个地点的教育用途产生的影响。第二阶段从定性，定量的角度以及关于退化的风险，评估了研究区域中六个特定的地球多样性场所是否可用于教学。结果表明，这种综合评估被证明是合适的，可以识别选定地点的潜力和风险，并了解由于它们位于保护单元内而对每个地点的教育用途产生的影响。第二阶段从定性，定量的角度以及关于退化的风险，评估了研究区域中六个特定的地球多样性场所是否可用于教学。结果表明，这种综合评估被证明是合适的，可以识别选定地点的潜力和风险，并了解由于它们在保护单元中的位置而对每个地点的教育用途产生的影响。