Dalto Domingos Rodrigues

AVALIAÇÃO DA ACURÁCIA POSICIONAL PLANIMÉTRICA EM MODELOS DIGITAIS DE SUPERFÍCIE COM O USO DE FEIÇÕES LINEARES

Atualmente, tem-se aumentado a preocupacao com a avaliacao da acuracia posicional em dados espaciais, principalmente em dados com informacoes altimetricas. Contudo, varios trabalhos avaliam apenas a componente altimetrica, desconsiderando a acuracia posicional planimetrica. Assim, este trabalho tem como objetivo avaliar a acuracia posicional planimetrica dos principais MDSs disponiveis gratuitamente para o Brasil, como os modelos SRTM (banda C e X), Aster GDEM versao 2 e TOPODATA. Para a avaliacao da acuracia posicional planimetrica dos MDSs, fez-se a extracao de feicoes caracteristicas do terreno como linhas de cumeadas e linhas de hidrografia numerica. Em seguida, de posse destas feicoes lineares, aplicou-se o metodo do Buffer Duplo para avaliar a acuracia posicional planimetrica de acordo com o padrao definido no Decreto-lei n° 89.817/ET-ADGV. Para a comparacao destes modelos, utilizou-se como referencia um MDS, na escala de 1:25.000, obtido do sensor ALOS/PRISM. Os resultados da avaliacao posicional planimetrica apresentaram Classe C na escala 1:100.000 para os MDS SRTM-X e Aster GDEM; para os MDS TOPODATA e SRTM-C, as classificacoes obtidas foram Classe B e Classe C na escala de 1:250.000, respectivamente.

New Technologies as Educational Resources for Teaching Cartography: A Case Study in Guinea-Bissau

This work aimed to explore and measure the effectiveness of using geotechnologies to instigate students of elementary and secondary schools, in Guinea-Bissau, to learn more about the issues related to spatial representation. An educational methodology was developed and evaluated in order to provide educators and students with access to digital maps and satellites images. As part of the methodology, questionnaires were applied to teachers with the purpose of identifying and selecting the subjects that were part of the digital educational modules and the content of the databases to be used in Terraview GIS. To evaluate the instructional materials produced, the methodology was applied in four schools including an institute for teachers. The results pointed to the benefits of using new technologies as auxiliaries tools to traditional teaching, the insertion of geotechnologies in the schools activities has facilitated the understanding of the studied subjects, scale and geographic coordinates, thus providing a significant gain in students’ performance, which also contributed to the process of digital inclusion and in reducing the lack of teaching materials in Guinea-Bissau.