Valoración educativa de geositios en Perú: Una metodología replicable en América Latina y el Caribe
Educational evaluation of geosites in Peru: A replicable methodology in Latin America and the Caribbean
Sandra Paula Villacorta Chambi1,2,*, Nicanor Prendes3, César Chacaltana1,4, Almudena Sánchez de la Muela5, Rubén Romero Mayma6
1 Grupo Peruano de la Asociación Internacional de Ingeniería Geológica y Ambiental. Piura, Perú.
2 University of Western Australia. 35 Stirling Hwy, Crawley WA 6009, Australia.
3 Ministerio de Industria y Turismo. P. de la Castellana, 160, Chamartín, 28046 Madrid, España.
4 Instituto Geológico, Minero y Metalúrgico. Av. Canadá 1470, San Borja, Lima, Perú.
5 Thriving Earth Exchange, American Geophysical Union. 2000 Florida Ave. NW, Washington, DC 20009, Estados Unidos de América.
6 Universidad Nacional de Ingeniería. Av. Túpac Amaru 210, Rímac, 15333, Lima, Perú.
* Autor para correspondencia: (S. Villacorta) This email address is being protected from spambots. You need JavaScript enabled to view it.
How to cite this article:
Villacorta, S., Prendes, N., Chacaltana, C. y Sánchez de la Muela, A. (2026). Valoración educativa de geositios en Perú: Una metodología replicable en América Latina y el Caribe. Boletín de la Sociedad Geológica Mexicana, 78(1), A071125. https://doi.org/10.18268/BSGM2026v78n1A071125
Manuscript received: May 1, 2025. Corrected manuscript received: September 10, 2025. Manuscript accepted: September 24, 2025.
ABSTRACT
Geosites and geoheritage are key resources for civic education, environmental awareness, and territorial understanding, particularly in Latin America and the Caribbean (LAC), regions of exceptional geological richness but limited institutionalization of geoconservation. In Peru, despite advances such as the UNESCO Global Geopark of Colca, a weak integration persists between geological heritage and national educational systems. This study adapts an international methodology for the functional assessment of geosites to the Peruvian context, producing a practical, replicable, and scalable tool for settings with limited institutional resources. The multicriteria approach evaluates seven functional variables, including target audience, accessibility, landscape diversity, and educational potential, focusing on educational and geotouristic dimensions. The assessment was applied to five representative geosites: Cordillera Negra, Pongo de Rentema, Añashuayco ashlar quarries and terraces in the Chili Valley, Nevado Coropuna, and Georuta Miraflores–Huaquis, complemented by interdisciplinary validation using the “8G” model and expert consensus via a modified Delphi process. Results highlight the high educational potential of these sites and underscore the value of integrating geoheritage assessment into geoscience teaching. Future challenges include expanding regional validation, systematizing educational criteria, and strengthening collaboration with local communities and managers, contributing to more effective and socially embedded geoconservation across LAC.
Keywords: geoheritage, geotourism, geosites, educational value, cultural value, geoethics.