Mining brings about positive and negative changes for the residents of regions that are heavily dependent on such economic activity. In Brazil, the so-called Iron Quadrangle fits within a complex regional arrangement that results in various conflicts of interest between different stakeholders, which complicates decision-making processes regarding mining activities. In this article, we introduce geodesign as a methodological approach that could efficiently contribute to mediating these challenges and conflicts. We present an educational experience in geodesign conducted within the framework of a minicourse offered in 2019 to undergraduate students at a Brazilian university. The experience illustrates how students were able to use the framework of geodesign to propose projects and policies to be included in a sustainable development master plan for the Iron Quadrangle region. Specifically, to examine the social dimensions at play in an iron mining region, students applied Steinitz’s geodesign framework, premised on six main questions and six corresponding models. This case study contributes to the emerging literature on geodesign pedagogy by demonstrating the benefits of this process and proposing recommendations that are applicable not only in academia but also in real-world situations that would truly benefit from such an approach.

采矿给严重依赖此类经济活动的地区的居民带来了积极和消极的变化。在巴西，所谓的铁四边形适合复杂的区域安排，导致不同利益相关者之间存在各种利益冲突，这使得有关采矿活动的决策过程变得复杂。在本文中，我们将地理设计介绍为一种方法论方法，可以有效地调解这些挑战和冲突。我们介绍了在 2019 年为巴西大学本科生提供的迷你课程框架内进行的地理设计教育经验。经验说明了学生如何能够使用地理设计框架提出项目和政策，以纳入铁四边形地区的可持续发展总体规划。具体来说，为了检查铁矿区的社会维度，学生们应用了 Steinitz 的地理设计框架，以六个主要问题和六个相应的模型为前提。本案例研究通过展示这一过程的好处并提出不仅适用于学术界而且适用于真正受益于这种方法的现实世界情况的建议，为地理设计教学法的新兴文献做出了贡献。以六个主要问题和六个相应的模型为前提。本案例研究通过展示这一过程的好处并提出不仅适用于学术界而且适用于真正受益于这种方法的现实世界情况的建议，为地理设计教学法的新兴文献做出了贡献。以六个主要问题和六个相应的模型为前提。本案例研究通过展示这一过程的好处并提出不仅适用于学术界而且适用于真正受益于这种方法的现实世界情况的建议，为地理设计教学法的新兴文献做出了贡献。