International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, Vol XXXV, Part B6. Istanbul 2004 
  
swamp areas- High schools students (16 years old), private 
school; 
e Escola Pindorama-Old Hamburgo suburn (1996-2001)- 
How the human settlement changed the environment- 
Grammar students (10 years old), private school; 
e Instituto Estadual de Educacáo Prof. Pedro Schneider-Man 
made reservoirs and energy distribution in the South region 
in Brasil-High schools students (15 years old), public 
school. 
During the school projects development (from August to 
December) INPE has advised the school teachers how to use 
remote sensing information in classroom. 
This was done through regular meetings (September, October 
and November) in UNISINOS facilities, where the INPE 
Project coordinator has advised the schools teachers. As INPE 
instructors are settled in INPE facilities, in Säo José dos 
Campos, 1200 km far from the schools location, in the periods 
between the meetings, the communication was through internet. 
The internet was used by the student as well to contact INPE 
researchers in order to help them in their projects. 
3. RESULTS 
The school teachers and the students were quite motivated about 
their project. During the project, they have developed the 
following activities: 
e Maps generation; 
e Models generation; 
e Graphics and tables generation; 
e Technical visits to institutions that develop activities 
related to the school project subjects; 
e Fieldwork in the study area; 
e Data collecting in the study area; 
e Data collecting in private and public institution that 
develop activities related to the school project subjects 
(hospital, agriculture, meteorology, cartography, urban 
planning and urban train offices); 
e Environmental and urban change area monitoring; 
e Climate monitoring using historical dates; 
e Search for satellite images in the internet; 
e Search for temporal satellite images and temporal ancillary 
dates; 
e Search for ancient dates (photography, aerial photography, 
maps, statistics); 
e Some schools have invited professionals’ expert to give 
lectures about the projects subjects. 
4. CONCLUSION 
At the end of the Pilot Project was possible to realize that: 
The school teachers enjoyed very much the experience and 
they will continue to use remote sensing information in 
the classroom; 
The school teachers are very interested to attend additional 
courses about remote sensing and GIS techniques in order 
to increase their background in this area; 
This Pilot Project was a really excited and challenged 
activities for all students and very often their parents got 
involved or helped them to develop some tasks; 
The project subjects chose and activities developed by the 
schools were beyond the expectation and surpassed the 
initial ideas proposed by the Pilot Project coordination; 
Some projects were developed by the schools as a small 
scientific project in remote sensing. The students and the 
teachers were really very involved with this activity and 
the teachers took advantage of this opportunity to introduce 
scientific methodology and procedures to the students, 
examples: the projects developed by the Colégio Israelite, 
Colégio Sinodal and Colégio Sao José. These projects were 
a real mini-research projects; 
Initially the students’ seminar was not planned; just the 
teachers’ seminar was planned for the end of the Pilot 
Project. The students have decided to give presentations 
about their activities during the project and the results they 
have gotten. This seminar was much more important and 
fruitful then the other one; 
In the exposition are there was a PC available, with all 
students presentation files, to be accessed by the exposition 
visitants. This PC was surrounded by the students and 
visitants all the time; 
The result of Pilot Project was a very good opportunity for 
the Educa Sere Project to improve the information about 
the use of remote sensing in classroom. 
As a consequence of this Pilot Project in 2004, INPE and 
UNISINOS anther training course and will develop the same 
kind of project with others schools in the region. Besides, will 
be given a course (44 hours) about how to use GIS techniques in 
classroom, using the free software's SPRING and TERRA view 
developed by INPE. 
INPE and UNISINOS are singing an agreement in order to 
continue this partnership in educational activities. The idea is to 
have this program on continuous way, with a new edition every 
year. 
These two institutions intend: 
e To create a research activity in order to developed 
curricula and education material to introduce the remote 
sensing and GIS in the grammar and high schools regular 
curricula; 
e To develop and establish a specialization course fro school 
teachers, about remote sensing teaching in grammar and 
high schools. 
There are many specialization courses about remote sensing and 
spatial information systems around the world, but all of them 
are designed to professional that developed application projects. 
Usually these professional are involved with natural resources 
and environmental activities and it is natural to use these 
technologies in their professional live. 
But, this not happens with the grammar and high school 
teachers' community. Usually they do not have any information 
about remote sensing and GIS systems or how these information 
could be useful as educational resource. The idea of this 
specialization course is to qualify the school teachers and to 
help them to educate the young students. 
At the end of the Educa SeRe Program it is expected that this 
technology will be added to the geography and normal superior 
under graduation courses curricula, specially designed for 
grammar and high school teachers.