Geosciences teaching and geoheritage education (or geoeducation) possess specific characteristics in their teaching–learning process. This is especially because many focused objects and phenomena are three-dimensional and occur at a geological timescale. Traditional practical teaching tools involve carrying out fieldworks, presenting Earth dynamics on-site, and handling mineral/rock samples in classroom (ex situ). This paper explores how geology collections within a university context, as components of geodiversity, not only serve as teaching tools but also receive simultaneous geoconservation measures. The necessary stages to form ex situ geoheritage collections encompass identification, inventory, conservation, protection, promotion, exhibition, and dissemination. This work exemplifies how these actions were implemented in the collection of the Department of Geography at the Federal University of Pelotas, in Rio Grande do Sul state, southern Brazil.

地球科学教学和地质遗产教育（或地理教育）在教学过程中具有特定的特征。这尤其是因为许多聚焦的物体和现象是三维的并且发生在地质时间尺度上。传统的实践教学工具包括进行实地考察、现场展示地球动力学以及在课堂上处理矿物/岩石样本（异地）。本文探讨了大学背景下的地质馆藏作为地球多样性的组成部分如何不仅充当教学工具，而且还同时接受地质保护措施。形成易地地质遗产藏品的必要阶段包括鉴定、清查、保存、保护、推广、展示和传播。这项工作举例说明了巴西南部南里奥格兰德州佩洛塔斯联邦大学地理系的馆藏中如何实施这些行动。