EDUCATIONAL PATHWAYS, TOURISM AND GEOCONSERVATION. THE NETWORK OF TRAILS OF THE ESTRELA GEOPARK IN THE DISSEMINATION OF SCIENCE, HERITAGE AND TOURISM SUSTAINABILITY.

The Estrela Geopark, through the development of programmes and both educational and interpretative routes, aims to stimulate contact with the geological and geomorphological heritage of the Serra da Estrela territory, in an outdoor learning approach that educates and raises awareness of the importance of geoconservation, heritage enhancement and tourism sustainability. As such, the understanding of the history and evolution of the Earth and life is promoted in a natural mountain laboratory context. The educational programmes of the Estrela Geopark, designed in accordance with the curricular programmes of primary and secondary schools in Portugal, promote outdoor activities on the geographic knowledge of the Estrela mountain, its resources and the environmental implications for the local life styles and the impact generated by tourist practices in the territory. Geoeducation and geotourism have gained relevance in tourism development projects, especially in low density territories with recognised heritage value. Guided interpretation of the territory can contribute to the construction of learning about how to value endogenous resources, the landscape and the strategies for developing tourism. This study aims to describe differentiated methodologies and strategies for outdoor learning to identify ways of disseminating knowledge, particularly of the geosciences, to not only encourage the identification of attitudes of geoconservation and valorization of resources for sustainable tourism, but also promote stronger local identities.


INTRODUCTION
In line with UNESCO's guiding principles and in the framework of its mission of education for sustainability, UNESCO Global Geoparks develop educational programs to stimulate direct contact with the geological and geomorphological heritage of the Serra da Estrela territory, in a learning outdoor approach, promoting geoconservation, heritage enhancement and tourism sustainability.
Tourism plays a critical role in the management and conservation of natural areas, so the link between protected areas and tourism activity is vital for their sustainability, enhancement, and preservation, recognizing their heritage and educational importance . Through educational programs and interpretative routes, tourism promotes the understanding of the history and evolution of the Earth and life, using the mountain as a natural laboratory to bring geosciences closer to the common citizen, enhancing the link with the community, the associated culture and ways of life. In this context, the Geopark's educational routes allow, within the scope of outdoor activities, to promote the geographic knowledge of the mountain, its resources and environmental implications. The diversity of glacial marks, the richness of its heritage and landscape make Serra da Estrela a unique geography, whose structured approach will enhance its knowledge, the importance of its functions and its tourism, heritage and cultural potential Gomes et al, 2017).
Thus, educational routes stimulate curiosity and interest for geosciences, contributing to the conservation and enhancement of the natural and cultural heritage of the Estrela Geopark . So, were developed routes that address tourism issues, in order to promote education for its sustainable development in space and time. In this context, the perceptions and learning developed allow to stimulate interest in the discovery/knowledge of the mountain, attitudes and tourism practices with concerns for the protection and preservation of ecocultural resources, strengthening its sustainability.
This article seeks to describe the interpretative pathways of the Estrela Geopark, as a strategy promoted for the preservation of the environmental values, developed in an involving and critical way, based on a scientific and participative approach in the protection of the ecosystems and its valorisation by tourism. Logics of knowledge dissemination, reinforcement of geoconservation attitudes and resources valorisation are identified, through the implementation of different interpretative routes. In Estrela Geopark, educational practices and responsible behaviours are encouraged in order to promote a sustainable tourism, also contributing to improve the sense of belonging to the territory and to its natural and cultural values. The concept of geopark emerged at the end of the 20th century in Europe, with the creation of the European Geoparks Network. Geoparks are single and unified geographical areas with a sustainable development strategy based on the conservation of the geological and geomorphological heritage in association with the other elements of the natural and cultural heritage and local ways of life (Patzak & Eder, 1998). It seeks, through the protection and enhancement of the geological heritage, to improve the living conditions of the population, promoting, in an integrated way, the endogenous values and their tourist appropriation (Brilha, 2009;Stueve et al., 2002). The Global Geoparks Network ( UNESCO Global Geoparks promote sustainable local development mainly through geotourism. To stimulate the geotourism in the area, a Global Geopark must have visibility. Visitors, as well as local people, need to be able to find relevant information. As such, UNESCO Global Geoparks need to provide information via a dedicated Website, leaflets, and detailed map of the area that connects the area's geologically significant sites (UNESCO 2014, Zouros & Mc Keever, 2008). The key to capitalizing on the potential benefits offered through geotourism development is to maximize the opportunities and minimize the adverse impacts through the protection of natural heritage. Geotourism has assumed a growing significance in tourism practices and geological heritage valorization, as a result of a progressive concern of the scientific community and society in general about the natural heritage (including geological heritage and geodiversity). In this sense, and simultaneously with a concern of the public power and administrations (at different levels), landscapes and geology become a tool to promote economic development and territorial sustainability.

EDUCATIONAL PATHWAYS, TOURISM AND GEOCONSERVATION. THE
Geoeducation and geotourism have gained relevance in tourism development projects, above all in low-density territories. This new paradigm of "looking" at the territory has allowed the construction of a new narrative about the enhancement of endogenous resources, the landscape and the policies of territorial tourism development (Frey et al., 2006). Education and science play a key role in the conservation and maintenance of geological and cultural diversity, stimulating research in the territory and actively contributing to the existence of a network of joint initiatives (publications, information exchange, conferences, joint projects, etc.) in a holistic view. In this scope, Estrela Geopark develops an action looking for the implementation of an International Scientific Advisory Committee, defining science hot topics and their links with societal needs and regional development. They also implement a grant system for research projects, promoting science education and outreach.
In this regard, Estrela Mountain is a geographically defined territory with resources of geological and geomorphological and ecocultural interest, capable of fostering the qualification of the territory and its capacity for new valuations and flows to the region, enhancing the sustainability of resources, fostering the economy and raising social welfare. The geoeducation strategy and territorial appreciation of the Estrela Geopark will boost recognition of the diversity of glacial marks, the richness of its eco-cultural heritage, biodiversity and ways of agro-pastoral life, that make the Estrela Mountain a unique place for promoting a strong brand with tourist, heritage and cultural potential .
The Estrela Geopark (composed territorially by the municipalities of Guarda, Seia, Gouveia, Celorico da Beira, Fornos de Algodres, Manteigas, Belmonte, Covilhã and Oliveira do Hospital, encompassing an area of 2,737.72 km2 and housing 171,668 inhabitants) have the mission to contribute to the protection, enhancement of the natural and cultural heritage (figure 1). It will promote the perspective of further development and dissemination of scientific knowledge, promoting tourism and sustainable development of the territory. Parallel to the tourism valorization, educational/pedagogical contexts are developed, as well as the scientific deepening, given the natural laboratory that these spaces contain, fostering new interests, new audiences, and demands. As Brilha (2004, p. 54) defends Geoparks are in a privileged position to play this role of promoters of education in Geosciences for sustainable development, directed to all types of public. The diversity of glacial landforms, the wealth of its patrimony, and the characteristics of its landscape make a unique geography out of the Estrela Mountain whose structured approach will allow the creation of a strong brand with touristic, patrimonial and cultural potential. The classification of the Estrela Geopark by the European and Global Geopark Networks would bring a new vision on the tourism of this territory and its sustainability, introducing a holistic view in the space, based on its geography, on its cultural references and its brand.

OF TRAILS OF THE ESTRELA GEOPARK IN THE DISSEMINATION OF SCIENCE, HERITAGE AND TOURISM SUSTAINABILITY
Estrela Geopark presents a selection of 35 Glacial and fluvioglacial geosites (figure 2) showing the effects of glacial erosion and accumulation across spatial scales, from landscape to micromorphological features. The selected geosites also allow the identification of the importance of glacial geoheritage to the present-day landscape organization and dynamics, showing that the Geopark is alive and dynamic, with the knowledge on its geodiversity being a key for good management and territorial planning. The existence of a large variety of lithologies and petrographic types of granites inside the territory provides an added value to the periglacial heritage. In this category, some geosites showing the effects of slope processes, mainly debris flow activity (relict and contemporary) were also included, essentially due to their pedagogical significance relating to geohazards. The heritage of the Estrela Geopark, especially the architectonic, has developed in close connection with geological traits of the territory. Granite marks the architectonic (historical and cultural) heritage, especially outstanding in castles, civil and religious buildings. Slates and schists are also used mainly in the metasedimentary areas, originally reflecting lower-income communities.

2.GEOEDUCATION AND GEOTURISM IN VALORIZATION AND SUSTENTABILITY OF A TERRITORY CLASSIFIED AS UNESCO GLOBAL GEOPARK
In the context of the territory sustainable development and founded on the principle of conservation of its natural and cultural heritage, the geoparks intend to implement projects for maintenance and enhancement of natural spaces, promotion of science, increase of the welfare of their communities and promotion of tourism (Farsani et al., 2011;Zouros, 2004).
The relationship between geoconservation, science and tourism should be established in various directions, enabling an integrated approach to the territory, in its natural and human dimensions and their interactions, promoting knowledge, raising awareness of heritage values and building attitudes and tourism practices that enhance the destination and allow its sustainable use. This scientific knowledge, associated with principles of preservation and sustainable uses, leverage value to the territory, promoting a deeper knowledge of its physical and natural history, its functional and heritage relevance, fostering perceptions and tourism practices that promote its sustainability (Hose, 2005. Geotourism is one of the main areas promoted by these geoparks, with emphasis on nature tourism and cultural tourism (Brilha, 2004;Catana & Alves, 2008). The organization of different actions focusing on the natural and cultural heritage intends to stimulate the socioeconomic activity through the creation and promotion of projects linked to the tourism sector, to disseminate and promote visits and tourist circuits in the territory. Education is the pillar of geotourism and a basis for the sustainability of the heritage and its local communities. The visitor develops attitudes according to the didactic and scientific information and interpretation tools that are made available. In this way, geotourism assumes a key role in sustainable local development, while leisure activities can involve environmental education (Hose, 2000(Hose, , 2005Farsani et al., 2011).
The guided interpretation of the territory allows the improvement of knowledge about landscape and territories endogenous resources, promoting its valorization and contributing to develop a sustanaible tourism (Frey et al., 2006). In this context, education and science play a key role in the conservation and maintenance of geological and cultural diversity, stimulating research in the territory and actively contributing to the existence of a network of joint initiatives (publications, information exchange, conferences, joint projects, etc.  (2021) defend that by conducting field observations students will get the most concrete level of experience because they directly see facts, ideas, events, and real events in the field. Understanding environmental conditions as source of learning will be able to raise awareness of students about the importance of maintaining the harmony between community environment and natural environment. In this collaborative context, it is encouraged the articulation of schools and school clusters in a synergistic connection with the Geopark to the construction of active and experimental models, generators of transversal learning and valorization of the territory (Eder & Patzak, 2004;Fernandes et al., 2017;Gomes et al., 2018,).

METHODOLOGY
The study developed seeks in an exploratory way to identify the geoeducation strategies promoted by Estrela Geopark, systematizing the logics of action in the interpretation of geodiversity, in particular those materialized in the interpretative pathways and corresponding educational programs. It is established the main guidelines that sustain the articulation between the heritage resources, science and education, the assumptions that lead to the formulation of the various routes and their coherence with the levels of school education. The articulations between science, the territory and education in the preservation of geodiversity, the valorization of heritage and tourist sustainability are evidenced. The links to the communities, the importance of articulating playfulness with the transmission of knowledge, through interpretive pathways, enhancing the territory as a didactic resource and natural laboratory, are made explicit. Simultaneously, the main results of geoprak's actions in the dissemination of geosciences, development of links with different players, promotion of visits to the territory, fostering projects in conjunction with the educational and scientific community, and the strategies for the interpretation of geo-resources were explained.

INTERPRETATIVE PATHWAYS OF THE UNESCO WORLD ESTRELA GEOPARK IN THE DISSEMINATION OF SCIENCE, GEOCONSERVATION AND TOURISM SUSTAINABILITY
Geoparks are important educational instruments at local and national levels, and can play crucial role in teaching and learning geology outside the classroom. On one hand the geoparks visitors (high school and university students and other visitors) will contact directly with the geosites allowing the observation of geological processes and features in situ, in another hand it is possible for the learners to use the necessary instruments to make feature models (Khoshraftar, 2013). So, one of the objectives of the development of educational programs is to stimulate direct contact with the geological and geomorphological heritage of Serra da Estrela, educating and raising awareness among students of different cycles for the importance of its conservation, promoting knowledge of the history and evolution of the Earth, life and its people. These practices promote, in addition to science, responsible attitudes towards the environment, enhancing a perception of value for tourism activities, present and future, as citizens and future professionals. Uzell et al. (1994) cited by Lopes (2015) states that the central challenge of Environmental Education remains to encourage and sensitize people, especially young people, given their capacity for intergenerational influence, to develop a relationship with the environment in order to promote the adoption of pro-environmental behavior that can be followed throughout the life.
In this context, the educational programs (table 1) of Estrela Geopark were developed based on the curricular programs and targets of the Portuguese Ministry of Education, and they intend to help teachers in the teaching process of Geosciences and also be an important resource in the operationalization of the curricular programs, in outdoor learning logic. This type of learning, which is part of the active methodologies, allows the active involvement of students in their search for knowledge. These educational programs are in line with Bywater (2014) quoted by Lopes (2015), who states that Environmental Education requires an active participation and it is important that programs include action-oriented learning that allows students to apply their knowledge to improve problems related to environmental issues in their daily lives. One of the goals of this type of learning, outside the classroom, in natural contexts, is to stimulate the emotional connection of students to the environment, enabling interaction with biodiversity and promoting the critical analysis about their attitudes and behaviors towards it (Lopes, 2015). The different pedagogical routes allow, in an integrated approach to the territories and guided by the learning references established by the Ministry of Education for the different study levels, to establish a direct link with science, with local communities and with the resources for tourism and associated practices. In this context, educational processes are articulated between science, geoconservation and tourism, in an involving way, in a logic of outdoor learning, experiencing and raising awareness about the heritage values, the present activities, the environmental concerns and the

OF TRAILS OF THE ESTRELA GEOPARK IN THE DISSEMINATION OF SCIENCE, HERITAGE AND TOURISM SUSTAINABILITY
geoconservation of Serra da Estrela. The Full-length Report on the UN Decade of Education for Sustainable Development 2012 (UNESCO) advocates that education integrates the principles, values and practices of sustainable development, at the level of integration of social, economic and environmental domains in a transversal approach to everyday life. Thus, it is even better understood that the public dissemination of Geosciences can only benefit when they can establish direct and indirect relationships, both with biodiversity, culture and other aspects of everyday life. In the approach to tourism and concerns about its sustainability, different interpretations are established, with cross-cutting character and levels of conceptualization, depending on the different cycles, in a process of coherence with the curriculum goals and seeking an evolutionary systematization of issues related to tourism resources and infrastructure, leisure and heritage. At the 3rd cycle level (elementary school), it addresses the management and sustainability of resources, impacts of tourism, and sustainable development. In secondary education, analysis and reflection about tourism and spatial planning are promoted, as well as about environmental policies and their relationship with tourism and the new opportunities for rural world. In terms of education and sustainability in the tourist activity, the geopark, with the development of several educational routes, promotes: Approach to local communities in liaison with municipalities; -Dissemination of the interpretative pathways and educational programs in seminars in the municipalities, involving municipal technicians in their promotion and valorization; -Development of dissemination strategies supported by municipal projects and improvement of signage on the trails; -Promotion of local products and tourism through the various "Mountain Markets" and participation in fairs and tourism-related events; -Promotion of the geodiversity of the territory and the visiting experiences through the promotion of the routes on the Geopark's and municipalities' websites. Protocols with Schools and Non-Grouped Schools in the dissemination of the Geopark and geosciences; -Creation of educational plans / projects with schools and school groups to visit and explore tehe Estrela territory as a natural laboratory; -Implementation of the "mother earth" contests for good practices in geoconservation and biodiversity; -Dissemination of geoscience and geo-education through educational programs, interpretive paths and guided study visits.
Creation of didactic materials to support the visits and definition of routes; -Creation promotional videos about the territory and its endogenous resources; -Development of didactic leaflets promoting the dissemination of the territory and its geotouristic and didactic exploitation; -Participation in technical, didactic and scientific events, promoting de Geopark and the pathways; -Lectures at Schools and Universities that result in the use of the territory and its paths as teaching and research resources; -Dissemination of studies in national and international journals.

Development of interpretative panels for Estrela Geopark visitors;
--Placement of 24 panels to interpret the geossites and landscapes of the territory, updated and with educational and scientific illustrations, in articulation with de several trails; -Geopark interpretive and dissemination leaflets with scientific illustrations; -Brochures on routes, resources to visit and tourist attractions, in paper and digital format Promotion of conferences and training courses for teachers, educators and researchers; -Organization of international scientific congresses: 3MG; -Promotion of thematic workshops (1 per municipality); -Development of workshops and seminars on tourism and sustainability, communication.
-Courses for teachers of different teaching levels, supported in the interpretative paths and didactic contents of the different teaching programs Technical monitoring of tourist visits, study and awareness-raising for sustainable practices.
--Programming and monitoring visits with interpretation guided by AGE technicians; -Promotion of geosciences in the process of outdoor learning in collaboration with schools, training centers, universities and local associations.; -Disclosure of tourist resources and associated good practices; These activities, adapted to the age and school groups of the students, include recreational activities dedicated to geodiversity (educational games, photography, contests) and more formal initiatives such as field classes, workshops, seminars and/ or laboratory activities, promoting multidisciplinarity, integrating aspects of biodiversity, culture and ways of life in the region, promoting a broad and accurate knowledge of Serra da Estrela and raising awareness for a sustainable appropriation of its resources for tourism.
In addition to the educational programs mentioned above, which are more geared towards teachers and students, Estrela Geopark also promotes interpretative routes, aimed at the general public (residents and visitors), thus contributing to the dissemination and preservation of Estrela's natural and cultural heritage, and its use in a sustainable way, also contributing to the improvement of the tourist experience. As a sustainable development strategy, tourism is an important pillar for any Geopark, as it promotes the appreciation of heritage, the development of new products and services and encourages the practice of local arts and customs, thus promoting economic growth and creation of new employment opportunities and added value for the territories.
In this perspective, the focus on Tourism, and in particular on Geoturism, defined as "tourism that sustains and enhances the identity of a territory, considering its geology, environment, culture, aesthetic values, heritage and the well-being of its residents" (Declaration of Arouca, 2011), proves to be an opportunity to enhance the rich heritage

OF TRAILS OF THE ESTRELA GEOPARK IN THE DISSEMINATION OF SCIENCE, HERITAGE AND TOURISM SUSTAINABILITY
existing in the Estrela Geopark territory and, in this context, were created the interpretative routes network of the Estrela Geopark. Currently, this network consists of 7 routes that constitute authentic journeys through the heritage and unique landscapes that Serra da Estrela can offer to those who visit it. In addition to these routes, others are being promoted, such as "The Geology of my city" or "Walks with Science", real opportunities to bring Geosciences closer to the community.
In the Estrela Geopark territory, geoeducation activities and interpretative routes are being formally integrated in the schools' educational projects, promoting a permanent connection of learning, science and collaboration between the community, the territory and the Geopark. In this context, the involvement of the educational community and the citizen participation in these paths has been growing and registered in the last 3 years the participation of 3120 students and 1120 teachers. This participation was in programmes like: "The geological evolution of the Serra da Estrela", "Estrela Landscape Diversity", To the discovery of Zêzere and its relationship with human activity", "Natural Heritage of The Geopark Star", "Geopark Vacation Program" and others.
In fact, the educational programs in geoparks can play effective role in reducing the losses and harms of natural disasters by increasing the knowledge on geological phenomenas such as geodynamic processes of the planet earth. People can get familiar with a lot of natural phenomena in educational courses in a couple of days, and vulnerability reduces through increasing the knowledge of the people (Khoshraftar, 2013).

CONCLUSIONS
Estrela Geopark's mission is to contribute to the protection, enhancement, and promotion of the natural and cultural heritage, with special emphasis on the geological heritage, in order to deepen and disseminate scientific knowledge, promoting tourism and the sustainable development of Serra da Estrela. In all its actions and principles, the Geopark fosters the development of an integrated development strategy, allied to geoconservation, education and tourism, supporting the construction of development strategies for the community's well-being and for a valuable participation in the region's tourism promotion. The educational and interpretative routes of the Estrela Geopark, designed in accordance with the curricula of primary and secondary education (Geography, History and Natural Sciences), allow, within the scope of outdoor activities, to promote the geographic knowledge of the mountain, its resources and the environmental implications associated with the lifestyles of the populations and, through heritage enhancement and dissemination of geosciences, minimize the impacts that tourism practices generate in this classified territory. These routes and the educational programs that support them intend to empower the communities in the scope of citizen science with knowledge, sensibility and attitudes for the preservation and valorization of the ecocultural resources and for sustainable tourism practices, given the fragility that many of the resources present. They also allow, as perceived in their construction logic, to contribute to achieving the Sustainable Development Goals of the Agenda 2030. Thus, they contribute to improving the qualification of the teaching-learning processes, aiming to ensure that students acquire the knowledge necessary for a sustainable development, guaranteeing social equity and values in the preservation of natural and cultural heritage. The implementation of a geoconservation strategy supported by scientific criteria and the creation of a science and education network for sustainability allows deepening the knowledge of the territories in a transversal way, enhancing the connection with Universities and Research Centers. The active articulation with municipalities and schools allows the monitoring of interventions, adapting joint strategies and promoting sustainability initiatives in the appropriation of this UNESCO classified mountain territory. This scientific knowledge, coupled with the principles of preservation and sustainable uses, leverages value to the territory, promoting a deeper understanding of its physical and natural history, its functional and heritage relevance, fostering perceptions and tourism practices that promote its sustainability.