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LIVRO ORIENTACOES CURRICULARES DAS DIVERSIDADES EDUCACIONAIS Com Ficha catalografica-t6SXF86A PDF
LIVRO ORIENTACOES CURRICULARES DAS DIVERSIDADES EDUCACIONAIS Com Ficha catalografica-t6SXF86A PDF
ORIENTAÇÕES CURRICULARES
DIVERSIDADES EDUCACIONAIS
CUIABÁ-MT
2008/2009/2010
Título Original: Orientações Curriculares - Diversidades Educacionais
Copyright@ 2012 - Todos os direitos reservados.
Revisão
Aidê Fátima Campos
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Leony Lemos de Almeida
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Rinaldo Araújo de Almeida
FICHA CATALOGRÁFICA
ISBN: 978-85-88421-81-3
M433o
Mato Grosso. Secretaria de Estado de Educação.
Orientações Curriculares: Diversidades Educacionais./
Secretaria de Estado de Educação de Mato Grosso.
Cuiabá: Defanti, 2010.
308p.
CDD 370
Mato Grosso
2012
Silval da Cunha Barbosa
Governador do Estado
Jorge Szablewski
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CEP 78049-909 - Cuiabá-MT - Fone: (65) 3613-6300
Secretaria Estadual de Educação
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Consultora:
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Leitura crítica:
Imar Queiroz – UFMT
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Consultor:
João Batista Queiroz
Consultores:
Jane Paiva
Inês Barbosa de Oliveira
Luiz Augusto Passos
Consultor:
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APRESENTAÇÃO .....................................................................................................................................13
ORIENTAÇÕES CURRICULARES PARA EDUCAÇÃO EM DIREITOS HUMANOS, GÊNERO E
DIVERSIDADE SEXUAL ..........................................................................................................................15
Apresentação ............................................................................................................................................17
EDUCAÇÃO EM DIREITOS HUMANOS ..................................................................................................19
Introdução..................................................................................................................................................21
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EDUCAÇÃO PARA RELAÇÕES DE GÊNERO E DIVERSIDADE SEXUAL.............................................29
Introdução..................................................................................................................................................31
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ORIENTAÇÕES CURRICULARES DE EDUCAÇÃO AMBIENTAL ...........................................................53
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Respeitar e Cuidar da Comunidade de Vida .............................................................................................65
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ORIENTAÇÕES CURRICULARES PARA EDUCAÇÃO DAS RELAÇÕES ETNICORRACIAIS ...............73
Apresentação ...........................................................................................................................................75
Introdução .................................................................................................................................................76
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Introdução..................................................................................................................................................89
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ORIENTAÇÕES CURRICULARES PARA A EDUCAÇÃO DO CAMPO ..................................................107
Apresentação ..........................................................................................................................................109
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O Estatuto da Terra ................................................................................................................................. 115
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A Construção da Cidadania ....................................................................................................................123
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ORIENTAÇÕES CURRICULARES PARA EDUCAÇÃO ESCOLAR QUILOMBOLA...............................137
Introdução................................................................................................................................................139
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5HIHUrQFLDV%LEOLRJUi¿FDV .......................................................................................................................164
ORIENTAÇÕES CURRICULARES PARA A EDUCAÇÃO DE JOVENS E ADULTOS ............................167
Apresentação ..........................................................................................................................................169
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Fragilidade do que se sabe sobre o atendimento à diversidade de sujeitos ...........................................176
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ORIENTAÇÕES CURRICULARES PARA A EJA: POSSIBILIDADES E ESPECIFICIDADES LOCAIS . 183
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Os elementos da proposta ......................................................................................................................197
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Redimensionamento................................................................................................................................212
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ORIENTAÇÕES CURRICULARES PARA A EDUCAÇÃO ESCOLAR INDÍGENA ..................................241
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Avaliação .................................................................................................................................................260
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ORIENTAÇÕES CURRICULARES PARA O PRIMEIRO CICLO ............................................................268
ORIENTAÇÕES CURRICULARES PARA O SEGUNDO CICLO ............................................................272
ORIENTAÇÕES CURRICULARES PARA O TERCEIRO CICLO............................................................280
ORIENTAÇÕES CURRICULARES PARA O ENSINO MÉDIO ...............................................................293
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13 Orientações Curriculares das Diversidades Educacionais
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19 Orientações Curriculares das Diversidades Educacionais
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29 Orientações Curriculares das Diversidades Educacionais
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GHJrQHURFRPRGLUHLWRVKXPDQRVHVSHUDVHGHVFRQVWUXLUDVFRQFHSo}HVHGHVLJXDOGD-
GHVLPSRVWDVVHFXODUPHQWHEDVHDGDVQRPRGHORSDWULDUFDOPDFKLVWDHVH[LVWD
(P VH WUDWDQGR GD 'LYHUVLGDGH 6H[XDO REVHUYDVH TXH RV GLUHLWRV VH[XDLV VmR
GLUHLWRVKXPDQRVEiVLFRVHTXH³RVH[LVPRHDKRPRIRELDGHVHGXFDPHSUHMXGLFDPD
IRUPDomRGHKRPHQVHPXOKHUHVKRPRVVH[XDLVHKHWHURVVH[XDLV>@´14.
,QHJDYHOPHQWHRFXUUtFXOROHJLWLPDFRQKHFLPHQWRVHIDYRUHFHDFRQVWUXomRGHGH-
WHUPLQDGDVLGHQWLGDGHVHPGHWULPHQWRGHRXWUDVGHQWUHHODVDVGHJrQHURHVH[XDOLGD-
GH$VVLPDVGHVLJXDOGDGHVQDVUHODo}HVGHJrQHURHSUHFRQFHLWRUHODWLYRjKRPRVVH-
[XDOLGDGHHDWUDQVVH[XDOLGDGHWDPEpPVmRUHSURGX]LGDVQDHVFROD
&RPGHVHQYROYLPHQWRGHDWLYLGDGHVTXHJDUDQWDPDRVDVHGXFDQGRVDVDSUHQGL-
]DJHQVVREUHDVUHODo}HVGHJrQHURHGLYHUVLGDGHVH[XDOIRUWDOHFHUHPRVFRPSRUWDPHQ-
WRV H DWLWXGHV TXH UHSXGLHP VH[LVPR WUDQVIRELD OHVERIRELD ELIRELD H KRPRIRELD SRU
PHLRGHDo}HVHGXFDWLYDVTXHFRQGX]DPDRFRPSRUWDPHQWRFUtWLFRIUHQWHDWDLVWLSRVGH
GLVFULPLQDomR
'LYHUVLGDGH6H[XDO6('8&07
14
(QWUHYLVWDGH5RJpULR'LQL]-XQTXHLUDWpFQLFR6HFDG0(&jUHYLVWD*rQHURH'LYHUVLGDGHQD(VFROD
Orientações Curriculares das Diversidades Educacionais 32
2VXUJLPHQWRGR)HPLQLVPRVHGHXHPPHDGRVGRVpFXOR;9,,,TXDQGRDVFRQ-
TXLVWDVGD5HYROXomR)UDQFHVDTXHWLQKDFRPROHPDIgualdade, Liberdade e Fraterni-
dade, QmRFRQWHPSODYDPDPXOKHU6XDVUHLYLQGLFDo}HVDRORQJRGDUHYROXomRHUDPSRU
SULQFLSDOPHQWHGLUHLWRVFLYLVHFLGDGDQLDSROtWLFD'XUDQWHR$QWLJR5HJLPHDPXOKHUHUD
LQWHLUDPHQWHWXWHODGDSRUFDXVDGDVXDSVHXGRLQIHULRULGDGH¿VLROyJLFDPRUDOHLQWHOHF-
WXDO1DpSRFDVHPRDFRUGRGRPDULGRHODQmRSRGLDUHDOL]DUDWRMXUtGLFRQHPGLVSRU
GRV VHXV EHQV 1HVVD HVWHLUD IHPLQLVWDV UHLYLQGLFDYDP GLUHLWRV VRFLDLV H SROtWLFRV Mi
FRQTXLVWDGRVSHORVKRPHQV'HVWDUWHR)HPLQLVPRQDVFHWHQGRFDUDFWHUtVWLFDVGHPR-
YLPHQWRVRFLDOHSROtWLFRFRPRREMHWLYRGHSURPRYHUDLJXDOGDGHHQWUHRVVH[RV
&RPRDGYHQWRGD5HYROXomR,QGXVWULDOMiQRVpFXOR;,;DPXOKHUSDVVRXDVHU
YLVWDFRPRREMHWRGHWUDEDOKRVHQGRH[SORUDGDSULQFLSDOPHQWHQDVIiEULFDVWr[WHLV$V
PXOKHUHVHUDPHVFROKLGDVSRUVHXVVDOiULRVVHUHPLQIHULRUHVDRVGRVKRPHQV,QVXÀD-
GDVSHODLQVDWLVIDomRQDVFLDPPRYLPHQWRVIHPLQLQRVUHLYLQGLFDQGRPHOKRUHVFRQGLo}HV
de trabalho e direitos trabalhistas e igualdade de jornada de trabalho para mulheres e
homens, além do direito ao voto.
'HQWUR GHVWH FRQWH[WR R WHUPR gênero VXUJH DSyV JUDQGHV FRQWHVWDo}HV GRV
SDSpLVHFRPSRUWDPHQWRVVH[XDLVQR¿QDOGDGpFDGDGH7HyULFDVRVHVWXGLRVDVRV
QRDVVXQWRHQJURVVDPRPRYLPHQWRIHPLQLVWDMiQDGpFDGDGHFRPDQHFHVVLGDGH
GHUHFRQKHFLPHQWRHYDORUL]DomRGDPXOKHUQRPHUFDGRGHWUDEDOKRHQWUHRXWUDVUHL-
YLQGLFDo}HV2GLUHLWRDRGLYyUFLRSRUH[HPSORQR%UDVLOVXUJHQDTXHOHPRPHQWRGD
KLVWyULD
1DVFHRFRQFHLWRGHJrQHURLGHDOL]DGRSRUSHVTXLVDGRUDVFRPR-RDQ6FRWW*D\OH
5XELQ H %HWW\ )ULGDQ HQWUH RXWUDVRV 3DUD HODVHOHV JrQHUR p FRQVWUXomR VRFLDO GR
VXMHLWRPDVFXOLQRRXIHPLQLQR-RDQ6FRWWDVVRFLDDFDWHJRULDJrQHURDRVOLPLWHV
GDVFRUUHQWHVWHyULFDVGRSDWULDUFDGRGRPDU[LVPRHGDSVLFDQiOLVHEXVFDQGRH[SOLFDU
DVXERUGLQDomRGDPXOKHUHDGRPLQDomRGRVKRPHQV(DLQGDDQDOLVDRWHUPRFRPR
HOHPHQWR FRQVWLWXWLYR GDV UHODo}HV VRFLDLV EDVHDGDV QDV GLIHUHQoDV HQWUH RV VH[RV H
FRPRDSULPHLUDIRUPDGHPDQLIHVWDUSRGHUDSDUWLUGHTXDWURGLPHQV}HVLQWHUUHODFLR-
QDLVVLPEyOLFDRUJDQL]DFLRQDOQRUPDWLYDHVXEMHWLYD
2HVWXGRGDVUHODo}HVGHJrQHURpXPFDPSREDVWDQWHFRPSOH[R'DQLHOD$XDG
FRQFHLWXDRWHUPR
33 Orientações Curriculares das Diversidades Educacionais
$QHFHVVLGDGHGHVHDERUGDUUHODo}HVGHJrQHURQDHGXFDomRVHJXHQDSHUV-
SHFWLYDGDJDUDQWLDGHGLUHLWRVGDPXOKHU8PGRVREMHWLYRVJHUDLVGR,,3ODQR1DFLR-
QDO GH 3ROtWLFDV SDUD 0XOKHUHV QR HL[R UHODFLRQDGR j HGXFDomR UHVSDOGD D QRVVD
intenção:
7UDWDVHGHXPDWDUHIDHGXFDWLYDQDGDIiFLOSRULVVRDQHFHVVLGDGHGHDPSOLDUD
SUREOHPDWL]DomRQDHGXFDomRHPWRUQRGDVTXHVW}HVGHJrQHURHVH[XDOLGDGHSRLVD
HVFRODGHOLPLWDHVSDoRVXWLOL]DQGRVHGHVtPERORVHD¿UPDROXJDUGRVJUDQGHVHGRV
pequenos, das meninas e dos meninos (LOURO, 1997, pág. 58).
$SHVDU GH H[LVWLU XP FUHVFLPHQWR VLJQL¿FDWLYR QD HPDQFLSDomR GD PXOKHU RQGH
HVWDYHPRFXSDQGRRHVSDoRGHFKHIHGHIDPtOLDDLGHLDGHPRGHORSDWULDUFDODLQGDSHU-
SHWXDQRkPELWRVRFLDOHLVVRVHWUDQVIHUHLQFOXVLYHQRHVSDoRHVFRODU
1HVWHFRQWH[WRDVUHODo}HVGHJrQHURUHÀHWHPFRQFHSo}HVLQWHUQDOL]DGDVSRUKR-
mens e mulheres:
(LV SRUTXH R PDFKLVPR QmR FRQVWLWXL SULYLOpJLR GH KRPHQV VHQGR D PDLRULD GDV
PXOKHUHVWDPEpPVXDVSRUWDGRUDV1mREDVWDTXHXPGRVJrQHURVFRQKHoDHSUD-
WLTXHDWULEXLo}HVTXHOKHVVmRFRQIHULGDVSHODVRFLHGDGHpLPSUHVFLQGtYHOTXHFDGD
JrQHURFRQKHoDDVUHVSRQVDELOLGDGHVGRRXWURJrQHUR6DI¿RWLSiJ
Orientações Curriculares das Diversidades Educacionais 34
(PWHPSRVUHPRWRVDFUHGLWDYDVHTXHRPDVFXOLQRHRIHPLQLQRIRUDPFRQVWLWXtGRV
SRUQDWXUH]DGHSURSyVLWRVGLIHUHQWHVLVWRpFDGDXPWHPVXDIXQomRSUHGHWHUPLQDGD
QDVRFLHGDGH3RUVXSRVWRRVFDUJRVHSRVWRVPDLVDOWRVHYDORUL]DGRVSHUWHQFLDPDRV
KRPHQVHRVPDLVLQVLJQL¿FDQWHVjVPXOKHUHV2UDpHYLGHQWHTXHGLVWDQWHGRFRQKHFL-
PHQWRDVPXOKHUHV¿FDYDPUHOHJDGDVDRHVSDoRSULYDGRRXVHMDRODUHRKRPHPGH-
WHQWRUGRFRQKHFLPHQWRRFXSDULDDHVIHUDS~EOLFD(VWDLGHLDDLQGDVHSHUSHWXDPHVPR
TXHGHIRUPDYHODGD$H[HPSORGLVVRWHPRVRIDWRGHTXHDPXOKHUTXHWHPDPHVPD
IRUPDomRSUR¿VVLRQDOHRFXSDXPPHVPRFDUJRTXHRKRPHPWHPVXDUHPXQHUDomRQD
PDLRULDGDVYH]HVLQIHULRUjGHOH&RPRH[HPSORRUHQGLPHQWRPpGLRUHDOGRVDVDVVD-
lariados/as do Distrito Federal que em março de 2009 era de R$ 2.181,00 para homens
e R$ 1.934,00 para mulheres (DIEESE150RWLYDUSDUDDGHVFRQVWUXomRGHVWDVFRQFHS-
o}HVLQVWLWXtGDVRQGHDPXOKHUpYLVWDFRPRVH[RLQIHULRUpWDPEpPSDSHOGDHVFROD
,QFOXLU UHODo}HV GH JrQHUR QR 333 H QR FXUUtFXOR p WUDEDOKDU GH IRUPD FRP TXH
HVWDVGHVLJXDOGDGHVGHGLUHLWRVHQWUHKRPHQVHPXOKHUHVVHMDPUHFRQKHFLGDVSHORVDV
HQYROYLGRVDVHTXHDHVFRODFRQWULEXDSDUDGHVSHUWDUDUHÀH[mRHDFULWLFLGDGHQRTXH
tange às desigualdades de gênero, que:
IRUDPFRQVWUXtGDVKLVWRULFDPHQWHHPGHFRUUrQFLDGHXPPRGHORGHVRFLHGD-
GHPDUFDGDPHQWHSDWULDUFDOSDUWLQGRGRGRPtQLRPDVFXOLQRQDHVIHUDIDPLOLDU
WUDQVSRVWDSDUDDHVIHUDS~EOLFD
$WXDOPHQWHPXOKHUHVHKRPHQVFRPSURPHWLGRVFRPDFDXVDDLQGDUHLYLQGLFDPGLUHL-
WRVTXHPXLWDVYH]HVVmRSULYLOpJLRVGRJrQHURPDVFXOLQReHYLGHQWHTXHPXLWRVDYDQoRV
IRUDPFRQTXLVWDGRVGHVGHRVXUJLPHQWRGRPRYLPHQWRIHPLQLVWD&RPRH[HPSORRGLUHLWR
jHGXFDomRDRYRWRHDRGLYyUFLR3RUpPKiPXLWRDLQGDDFRQTXLVWDUSDUDRHPSRGHUD-
PHQWRGDPXOKHUSRVVLELOLWDQGRDVVLPDLJXDOGDGHGHFRQGLo}HVHPUHODomRDRKRPHP
1RTXHVHUHIHUHDRDVSHFWRItVLFRSHUFHEHVHTXHDPXOKHUpWUDWDGDFRPRREMHWR
GHGHVHMRHGHOHVHHVSHUDIRUPDVDGHTXDGDVDRVSDGU}HVGHEHOH]DDWULEXLQGRDHVWH
PRGHORDYDORUL]DomRWDOFRPRPDLVXPREMHWRGHFRQVXPR2EVHUYDVHVREUHWXGRQD
PtGLDWHOHYLVLYDTXHDSHQDVDHVWpWLFDpLPSRUWDQWHSDUDDYDORUL]DomRGDPXOKHU¿FDQ-
GRUHOHJDGRDRVHJXQGRSODQRRDVSHFWRLQWHOHFWXDO
1RkPELWRHVFRODUDVFULDQoDVDGROHVFHQWHVHMRYHQVFUHVFHPHQWHQGHQGRFRPR
YHUGDGHHVWDYLVmRDQXQFLDGDSHODPtGLDHDFDEDPLQFRUSRUDQGRDFRQFHSomRPDFKLVWD
15
'HSDUWDPHQWR,QWHUVLQGLFDOGH(VWDWtVWLFDH(VWXGRV6RFLRHFRQ{PLFRV
35 Orientações Curriculares das Diversidades Educacionais
QHODLPSLQJLGD(QHVWHFDVRVHUiWDUHIDGRDHGXFDGRUDGHVFRQVWUXLUHVWDYLVmRTXH
PXLWDVYH]HVJHUDLQVDWLVIDomRFRPRSUySULRFRUSRHQWUHRVDGROHVFHQWHVVHMDPPHQL-
QDVRXPHQLQRV'DtDLPSRUWkQFLDGDHGXFDomRSDUDDVUHODo}HVGHJrQHURHPHVPR
VREUHDVH[XDOLGDGHDFRQWHFHUGHVGHRLQtFLRGDHGXFDomREiVLFD
0DVFRPRWUDEDOKDUSDUDDHTXLGDGHGHJrQHURQDHGXFDomR"25HODWyULRGD,9
&RQIHUrQFLD0XQGLDOVREUHD0XOKHUUHDOL]DGDHP%HLMLQJ&KLQDDSRQWDXPFDPLQKR
$FULDomRGHXPDPELHQWHHGXFDFLRQDOHVRFLDORQGHKRPHQVHPXOKHUHVPH-
QLQRVHPHQLQDVVHMDPWUDWDGRVDVLJXDOPHQWHHHQFRUDMDGRVDVDH[SORUDUHP
FRPSOHWDPHQWHVHXSRWHQFLDOUHVSHLWDQGRDOLEHUGDGHGHSHQVDPHQWRGHFRQV-
FLrQFLD GH UHOLJLmR H GH FUHQoD H RQGH RV UHFXUVRV HGXFDFLRQDLV SURPRYDP
imagens não-estereotipadas de homens e mulheres pode ter resultado efetivo
QDHOLPLQDomRGDVFDXVDVGDGLVFULPLQDomRFRQWUDDVPXOKHUHVHGHGHVLJXDOGD-
des entre as mulheres e os homens. (ONU16, 1995, pág. 29).
1HVVH VHQWLGR LQFOXLU D TXHVWmR GDV UHODo}HV GH JrQHUR QR 333 H QR FXUUtFXOR p
WUDEDOKDUSDUDTXHHGXFDGRUHVDVHDOXQRVDVLQFOXDPHPVXDVSUiWLFDVGLiULDVWDQWRQR
kPELWRHVFRODUFRPRQDVRFLHGDGHGHXPPRGRJHUDODWLWXGHVHFRPSRUWDPHQWRVFUtWLFRV
SHUDQWHVLWXDo}HVGHGHVLJXDOGDGHHQWUHKRPHQVHPXOKHUHV(GXFDGRUHVDVSRGHPUHDOL-
]DUGHIRUPDVLPSOHVSRUpPHIHWLYDDWLYLGDGHVTXHJDUDQWDPDHTXLGDGHFRPRSRUH[HP-
SORQmRUHFULPLQDUXPJDURWRPDLV³VHQVtYHO´QHPPHVPRUHSXGLDUDDWLWXGHGHXPDJDURWD
PDLV³OHYDGD´FRPSRUWDPHQWRVFRQVLGHUDGRVUHVSHFWLYDPHQWHIHPLQLQRHPDVFXOLQR
7DQWRPHQLQRVFRPRPHQLQDVGHYHPH[HUFHUVXDOLEHUGDGHGHH[SUHVVmRQRHVSDoR
HVFRODUGHIRUPDDUHFRQKHFHUVXDLGHQWLGDGHHQTXDQWRVHUKXPDQRSHUWHQFHQWHDXPGH-
WHUPLQDGRJrQHURDLQGDTXHHVWHIXMDDRSDGUmRSUHGHWHUPLQDGRYLVWRTXHpH[DWDPHQWH
HVWDDQRVVDLQWHQomRGHVFRQVWUXLUSDGU}HVHUyWXORVSDUDDFRQVWUXomRGHLGHQWLGDGHGRV
DVDOXQRVDVSDUDTXHHVWHVDVWRUQHPVHDGXOWRVDVOLYUHVGHSUHFRQFHLWRVHHVWHUHyWLSRV
$LQGDQRVDOLFHUFHVSDUDDSURPRomRGDHTXLGDGHGHJrQHURQRVFXUUtFXORVHVFR-
ODUHVWHPRVFRPRGRFXPHQWRDDeclaração de JomtienFRQVLGHUDGDXPGRVSULQFLSDLV
GRFXPHQWRV PXQGLDLV VREUH HGXFDomR TXH IRL HODERUDGD QD &RQIHUrQFLD 0XQGLDO GH
(GXFDomRSDUD7RGRVUHDOL]DGDQD7DLOkQGLDHPHPTXHR%UDVLOIRLXPGRVVLJQD-
WiULRV2LWHPGR$UWLJRGRGRFXPHQWRUHIHUHVHDRDVVXQWR
$ SULRULGDGH PDLV XUJHQWH p PHOKRUDU D TXDOLGDGH H JDUDQWLU R DFHVVR j HGX-
FDomRSDUDPHQLQDVHPXOKHUHVHVXSHUDUWRGRVRVREVWiFXORVTXHLPSHGHP
VXDSDUWLFLSDomRDWLYDQRSURFHVVRHGXFDWLYR2VSUHFRQFHLWRVHHVWHUHyWLSRVGH
qualquer natureza devem ser eliminados.
7DLVSROtWLFDVS~EOLFDVGHPDQGDPGDVUHLYLQGLFDo}HVHOXWDVGHPXOKHUHVKRPHQV
HWUDQVJrQHURVHQJDMDGRVQRSURFHVVRGHGHVFRQVWUXomRGDVUHODo}HVGHJrQHURTXHKi
PXLWRVREUHVVDHP$OPHMDPRVXPHVSDoRHVFRODUOLYUHGHSUHFRQFHLWRVGLVFULPLQDo}HV
HSUiWLFDVGHbullyingGHJrQHUR$IRUPDPDLVH¿FD]GHDERUGDJHPGHVWDVTXHVW}HVp
LQFOXtODVQR333HQRFXUUtFXORJDUDQWLQGRDVVLPRIRUWDOHFLPHQWRGDVGLVFXVV}HVHQWUH
HGXFDGRUHVHHGXFDGRUDVSDUDDSHUFHSomRGDVP~OWLSODVLGHQWLGDGHVVRFLDLVHDOHJLWL-
PDomRGHVWDVDRORQJRGHVXDKLVWyULDGHYLGD
16
2UJDQL]DomRGDV1Do}HV8QLGDV
Orientações Curriculares das Diversidades Educacionais 36
3DUDJDUDQWLUPRVTXHLVVRDFRQWHoDHVSHUDVHTXHRFRUUDPPXGDQoDVFRPSRUWD-
PHQWDLVFRPRVXJHUH0RQWVHUUDW0RUHQR
2VSDGU}HVHPRGHORVGHFRQGXWDQmRSRGHPVHUPRGL¿FDGRVFRPDVLPSOHV
LPSRVLomRGHXPDGLVSRVLomRRXGHXPGHFUHWROHLeQHFHVViULDXPDPXGDQoD
mais profunda na mentalidade dos indivíduos e o lugar privilegiado para intro-
GX]LODpH[DWDPHQWHDHVFROD3DUDTXHLVVRVHMDSRVVtYHOpQHFHVViULRWRPDU
FRQVFLrQFLDGRVPHFDQLVPRVLQFRQVFLHQWHVGHWUDQVPLVVmRGRPRGHORTXHTXH-
UHPRVPRGL¿FDU
(DFUHVFHQWD
&RHGXFDUQmRpS{UHPXPDPHVPDFODVVHLQGLYtGXRVGHDPERVRVVH[RVQHP
XQL¿FDUHOLPLQDQGRDVGLIHUHQoDVPHGLDQWHDDSUHVHQWDomRGHXPPRGHOR~QLFR
Não é uniformizar as mentes de meninas e meninos. É ensinar a respeitar o dife-
UHQWHHDGHVIUXWDUGDULTXH]DTXHDYDULHGDGHRIHUHFH0RUHQR
8P FXUUtFXOR TXH FRQWHPSOH DV TXHVW}HV GH JrQHUR SURSLFLDUi HIHWLYDPHQWH R
respeito às diferenças tanto entre meninas e meninos quanto entre mulheres e homens
QDVXDGLYHUVLGDGHWDQWRQRHVSDoRHVFRODUFRPRFRQVHTXHQWHPHQWHQDVRFLHGDGHGH
modo geral.
(VVD DERUGDJHP LQLFLDO OHYDQRV D UHÀHWLU VREUH D LPSRUWkQFLD GD HVFROD QR SUR-
FHVVRHGXFDWLYRSDUDHQWmRFRPSUHHQGHUPRVDQHFHVVLGDGHGHVHHVWDEHOHFHUPHWDV
TXHH[LMDPGRFROHWLYRGHHGXFDGRUHVDVGDHGXFDomRDDGRomRGHDWLWXGHVSDXWDGDVQR
UHVSHLWRDRVGLUHLWRVKXPDQRV±HVVHQFLDLVSDUDRGHVHQYROYLPHQWRGHXPFXUUtFXORTXH
SURSRUFLRQHRGLiORJRDUHÀH[mRRUHVSHLWRHTXHWUDQVIRUPHRVFRPSRUWDPHQWRVSUH-
FRQFHLWXRVRVHKRVWLVQRFRWLGLDQRGDFRPXQLGDGHHVFRODUDFHUFDGDGLYHUVLGDGHVH[XDO
HPFRQYLYrQFLDGHUHVSHLWRP~WXRLJXDOLWiULDHPDLVKXPDQL]DGDXPDYH]TXH
eQRDPELHQWHHVFRODUTXHFULDQoDVHMRYHQVSRGHPVHGDUFRQWDGHTXHVRPRV
todos diferentes e que é a diferença, e não o temor ou a indiferença, que deve
DWLoDU D QRVVD FXULRVLGDGH>@ p QD HVFROD TXH FULDQoDV H MRYHQV SRGHP VHU
MXQWDPHQWHFRPRVSURIHVVRUHVHDVSURIHVVRUDVSURPRWRUHVHSURPRWRUDVGD
transformação do Brasil em um país respeitoso, orgulhoso e disseminador da
sua diversidade.17
1HVVHVHQWLGRDHVFRODQmRSRGHVHRPLWLUGLDQWHGDVXDUHVSRQVDELOLGDGHQDIRU-
PDomRGHFLGDGmRVmVPDLVKXPDQRVDVFRPRD¿UPD(GJDU0RULQHPHQWUHYLVWDj79(
Brasil em dezembro de 2002, “o papel da educação é de instruir o espírito a viver e a
HQIUHQWDUDVGL¿FXOGDGHVGRPXQGR´MiTXHXPDGDVLQ~PHUDVGL¿FXOGDGHVGDDWXDOLGD-
GHVmRRVLQ~PHURVSUHFRQFHLWRVVHMDPGHHWQLDGHJrQHURGHRULHQWDomRVH[XDOHWF
&DEHjIDPtOLDjHVFRODHjVRFLHGDGHFRPRXPWRGRDGHVFRQVWUXomRGHVWHV
17
%5$6,/0(&6(&$'*rQHURH'LYHUVLGDGHQD(VFROD)RUPDomRGH3URIHVVRUDVHVHP*rQHUR6H[XDOLGDGH
2ULHQWDomR6H[XDOH5HODo}HV(WQLFRUUDFLDLVSiJ
37 Orientações Curriculares das Diversidades Educacionais
eHYLGHQWHTXHDGLYHUVLGDGHVH[XDOHVWiSUHVHQWHQDHVFRODSRUpPQmRpSHU-
FHELGDRXVHpDFDEDVHQGRWROKLGDPDVVDFUDGDHHQJROLGDSHODVRFLHGDGHTXHTXHU
QRUPDWL]DUFRPSRUWDPHQWRVHDFDEDSRUH[FOXLUDTXHOHVDVTXHQmRVHHQTXDGUDPQR
SHU¿OSUHHVWDEHOHFLGRSHOD³PDLRULD´
1RFRWLGLDQRHVFRODUDVH[XDOLGDGHHVWiSUHVHQWHGDVPDLVYDULDGDVIRUPDV
QRVSUHVVXSRVWRVDFHUFDGDFRQIRUPDomRGDVIDPtOLDVGRVSDSpLVHGRFRP-
SRUWDPHQWR GH KRPHQV H PXOKHUHV QRV WH[WRV GRV PDQXDLV H QDV SUiWLFDV
SHGDJyJLFDV HP LQVFULo}HV H SLFKDo}HV QRV EDQKHLURV H QDV FDUWHLUDV HP
ROKDUHV LQVLQXDQWHV TXH EXVFDP GHFRWHV SHUQDV EUDJXLOKDV H WUDVHLURV HP
ELOKHWHVDSDL[RQDGRVHUHFDGLQKRVPDOLFLRVRVHPEULQFDGHLUDVSLDGDVHDSH-
OLGRVTXHHVWLJPDWL]DPRVUDSD]HVPDLV³GHOLFDGRV´HDVJDURWDVPDLV³DWLUD-
GDV´HWF´%5$6,/0(&6(&$'*rQHURH'LYHUVLGDGHQD(VFROD)RUPDomR
GH 3URIHVVRUDVHV HP *rQHUR 6H[XDOLGDGH 2ULHQWDomR 6H[XDO H 5HODo}HV
(WQLFRUUDFLDLVSiJ
6HPFRQWDUTXHPXLWDVYH]HVHVVDVGLYHUVLGDGHVVmRWLGDVFRPRSUREOHPDVSDUD
RDSURIHVVRUD'LDQWHGLVVRRTXHID]HU"&RPRHVFODUHFH/RXURSiJ“tal-
YH]VHMDPDLVSURGXWLYRSDUDQyVHGXFDGRUDVHHGXFDGRUHVGHL[DUGHFRQVLGHUDUWRGD
HVVD GLYHUVLGDGH GH VXMHLWRV H GH SUiWLFDV FRPR XP ³SUREOHPD´ H SDVVDU D SHQViODV
FRPRFRQVWLWXLQWHGRQRVVRWHPSR´1HVVHDVSHFWRDHVFRODWHPXPLQVWLJDQWHGHVD¿R
FRQIRUPHQRVOHPEUD3DXOR)UHLUH
>@RUHVSHLWRjDXWRQRPLDHjGLJQLGDGHGHFDGDXPDpXPLPSHUDWLYRpWLFRH
QmRXPIDYRUTXHSRGHPRVRXQmRFRQFHGHUXQVDRVRXWURV4XDOTXHUGLV-
FULPLQDomRpLPRUDOHOXWDUFRQWUDHODpXPGHYHUSRUPDLVTXHVHUHFRQKHoDD
IRUoDGRVFRQGLFLRQDPHQWRVDHQIUHQWDU)5(,5(
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39 Orientações Curriculares das Diversidades Educacionais
1RTXHWDQJHjiUHDYROWDGDSDUDDVH[XDOLGDGHKXPDQDDG~YLGDHDIDOWDGHLQIRU-
PDomRVmRRVIDWRUHVTXHJHUDPHPSULPHLUDLQVWkQFLDRSUHFRQFHLWRDGLVFULPLQDomRH
RGHVUHVSHLWRDRVGLIHUHQWHVEHPFRPRWDPEpPID]FRPTXHSDSpLVHVWHUHRWLSDGRVGH
FRPRVHFRPSRUWDFDGDJrQHURVHMDPSHUSHWXDGRV
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QLUDSULRULTXHPVmRHFRPRVmRDVSHVVRDV6HQGRDVVLPRHWQRFHQWULVPRVH
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GDTXHODSHVVRDRXJUXSR8PRXWURVLJQL¿FDGRGDSDODYUD³FRQFHLWR´p³MXt]R´H
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8PH[HPSORGLVVRpDDWULEXLomRGHFRQRWDomRKRPRVVH[XDODXPFRPSRUWDPHQWR
QmRFRQYHQFLRQDOGHVHUKRPHPRXPXOKHU3RUH[HPSORTXDQGRXPDFULDQoDIRJHDR
HVWHUHyWLSRGHJrQHURMiLPSRVWRXPJDURWRPDLVGHOLFDGRHVHQVtYHOORJRpYLVWRFRPR
menos ³KRPHP´GRTXHRVRXWURVEHPFRPRVHDPHQLQDIRUPDLV³LQFLVLYD´ORJRpGLWR
TXHVHXFRPSRUWDPHQWRpGH“homem´&DEHDTXLOHPEUDUPRVTXHRVSDSpLVVH[XDLV
LQGLFDPDSHUFHSomRLQGLYLGXDOVREUHRTXHXPDSHVVRDSHUFHEHSDUDVLPHVPDLVWRp
LQGHSHQGHGRVSDGU}HVHVWDEHOHFLGRVSHODVRFLHGDGHGRTXHVHMDVHUmasculino ou fe-
minino1HVVHVHQWLGRFDGDVHUWHPXPMHLWRSUySULRGHYLYHUGHH[SUHVVDUHPDQLIHVWDU
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EDV RX QHQKXPD ± DSUHVHQWDU FDUDFWHUtVWLFDV ¿VLROyJLFDV GR VH[R RSRVWR DR
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WXUDGDpSRFD1HVVHVHQWLGRKiTXHVHFRQVLGHUDUTXHDVH[XDOLGDGHGHXPDSHVVRDpD
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VH[XDLVHGHJrQHURFRPRWRGDVDVLGHQWLGDGHVVRFLDLVWrPRFDUiWHUIUDJPHQWDGRLQV-
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UHQoDVHVXSHUDUSUHFRQFHLWRVSiJ
Orientações Curriculares das Diversidades Educacionais 40
/LPLWDURYDVWRFDPSRGDVH[XDOLGDGHKXPDQDDDSHQDVGRLVXQLYHUVRVPDVFXOLQRH
IHPLQLQRpHVWLJPDWL]DUHDUUDLJDUSUHFRQFHLWRMiTXHDGLPHQVmRGDVH[XDOLGDGHKXPDQD
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respeito à dignidade da pessoa humana.
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matividade HDVFDUDFWHUL]Do}HVTXHJHUDPHVVDIDOVDGLFRWRPLDGHYHPVHUVXSHUDGDV
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WDPHQWRVVH[XDLVSUHVHQWHVQDQRVVDHVSpFLH(VVDIDOiFLDRXXPDERDSDUWHGHODp
23
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41 Orientações Curriculares das Diversidades Educacionais
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mano do ser, envolvendo de modo efetivo a psique das pessoas. Nesse sentido, tolher
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GR$YDQoDQGRHPOLQKDVJHUDLVSHUFHEHPRVTXHDOpPGHVVHXQLYHUVRKiTXHVHOHYDUHP
FRQWDRXWUDVIRUPDVGHVHVHQWLUGLDQWHGHVLHGRVRXWURVFRPRQRFDVRGRVWUDQVH[XDLV
travestis e crossdressing, ampliando assim em mais do que dois universos apenas.
2FXUUtFXORRFXOWRTXHUHJHHVVDIDOVDGLFRWRPLDpHVWULWDPHQWHheteronormativo,
DVVLPWRGRVRVVXMHLWRVTXHQmRVHHQTXDGUHPGHQWURGHVVDOyJLFDVmRWUDWDGRVFRP
SUREOHPDVHRXGHVYLRVLQFOXVLYHUHOHJDQGRjVPXOKHUHVWDQWRhomo quanto heterosse-
[XDLVXPYDORULQIHULRUDRVHUKHWHURVVH[XDOGRVH[RPDVFXOLQR
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RULHQWDomRVH[XDOGLIHUHQWHGDKHWHURVVH[XDOUHOHJDRVDVDXPDFRQGLomRGHLQIHULRUL-
GDGHSURGX]LQGRVRIULPHQWRHWRGDVRUWHGHGLVFULPLQDomRDJUHVV}HVHSUHFRQFHLWRVH
FRPLVVRDIURQWDWRWDOPHQWHRVGLUHLWRVGHVVHVDVHVWXGDQWHVJDUDQWLGRVWDQWRQD&RQV-
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tes à pessoa humana, sem prejuízo da proteção integral de que trata esta Lei,
DVVHJXUDQGRVHOKHVSRUOHLRXSRURXWURVPHLRVWRGDVDVRSRUWXQLGDGHVHIDFL-
OLGDGHVD¿PGHOKHVIDFXOWDURGHVHQYROYLPHQWRItVLFRPHQWDOPRUDOHVSLULWXDO
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Orientações Curriculares das Diversidades Educacionais 42
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GHVyDERUGDUPRVRVDVSHFWRVELROyJLFRVHWDPEpPREVHUYDURVDVSHFWRVVRFLDLVDQWUR-
SROyJLFRVHSVLFROyJLFRVREWpPVHXPPHOKRUUHVXOWDGR
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HVVHSHQVDPHQWRGRJPiWLFRIHQHoDHVXUMDRUHVSHLWR$VVLPDSHVVRDVDLGRHVWiJLR
GHQHJDomRGHGLUHLWRVSDUDRGHDGPLVVmRHGDFRPSUHHQVmRGHTXHWRGDVDVIRUPDV
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GHVHSHUWHQFHUDHVWDRXDTXHOD/RJRSDVVDPDUHVSHLWDUHDFHLWDUTXHKRPHQVHPX-
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HVWLJPDWL]DGRD(VVDPXGDQoDGHDWLWXGHSRGHFRQWULEXLUVLJQL¿FDWLYDPHQWHSDUDDGL-
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direitos. 28
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'DGLYHUVLGDGHGRVFRPSRUWDPHQWRVVH[XDLVDRORQJRGDKLVWyULDHGDVGLIHUHQ-
ças individuais;
,GHLDVHYDORUHVVREUHDVH[XDOLGDGHRDPRUDUHSURGXomRHDUHODomRHQWUHRV
VH[RV
49 Orientações Curriculares das Diversidades Educacionais
1. $ERUGDJHP SHGDJyJLFD GH WHPDV GD VH[XDOLGDGH KXPDQD IHLWD HP FRQ-
WH[WRVFXUULFXODUHVHH[WUDFXUULFXODUHVQXPDOyJLFDLQWHUGLVFLSOLQDUSULYLOH-
JLDQGRRHVSDoRDWXUPDHDVGLIHUHQWHVQHFHVVLGDGHVGDVFULDQoDVHGRV
jovens;
3URPRYHUGLVFXVV}HVVREUHFRPRDVUHODo}HVDIHWLYDVHVH[XDLVVmRDSUHVHQWD-
GDVHPOLYURVGLGiWLFRVXVDGRVSHORVDOXQRV
$DQiOLVHFUtWLFDHPIRUPDGHGHEDWHVHH[SRVLo}HVGHMRUQDLV¿OPHVHUH-
YLVWDVFRQVXPLGRVSHORVHVWXGDQWHVHTXHDERUGHPWHPDVUHODFLRQDGRVDR
JrQHURHVH[XDOLGDGHSRGHFRQWULEXLUSDUDXPDYLVmRQmRSUHFRQFHLWXRVDH
VH[LVWD
7UDEDOKRVLQWHUGLVFLSOLQDUHVVREUHYDORUHVDWLWXGHVHFRPSRUWDPHQWRVQHFHVVi-
ULRVSDUDFRPSUHHQVmRGDVGHVLJXDOGDGHVGHJrQHURGLUHLWRVGDVPXOKHUHVH
GLUHLWRVVH[XDLV
$WLYLGDGHVFRPP~VLFDVHELRGDQoDYLVDQGRjLQWHJUDomRHD¿UPDomRGDVGLIH-
UHQoDVGHVH[RHGLYHUVLGDGHVH[XDO
Orientações Curriculares das Diversidades Educacionais 50
BIBLIOGRAFIA
AUAD, Daniela. Relações de Gênero nas práticas escolares: da escola mista ao ide-
al de coeducação. 7HVH'RXWRUDGRHP(GXFDomRiUHDGH6RFLRORJLDGD(GXFDomR
6mR3DXOR)DFXOGDGHGH(GXFDomRGD8QLYHUVLGDGHGH6mR3DXOR
%5$6,/6HFUHWDULDGH(GXFDomR)XQGDPHQWDO3DUkPHWURVFXUULFXODUHVQDFLRQDLVSOX-
UDOLGDGHFXOWXUDORULHQWDomRVH[XDO6HFUHWDULDGH(GXFDomR)XQGDPHQWDO±%UDVtOLD
MEC/SEF, 1997. 164 págs.
%5$6,/0(&6(&$'*rQHURH'LYHUVLGDGHQD(VFROD)RUPDomRGH3URIHVVRUDVHV
HP*rQHUR6H[XDOLGDGH2ULHQWDomR6H[XDOH5HODo}HV(WQLFRUUDFLDLV
CHIDIAC, Maria Teresa Vargas; OLTRAMARI, Leandro Castro. Ser e estar drag queen:
XPHVWXGRVREUHDFRQ¿JXUDomRGDLGHQWLGDGHTXHHQ. Estud. psicol. (Natal). Natal,
YQ'LVSRQtYHOHPKWWSZZZVFLHOREUVFLHOR
Declaração Mundial sobre Educação para Todos - plano de ação para satisfazer as
51 Orientações Curriculares das Diversidades Educacionais
QHFHVVLGDGHVEiVLFDVGHDSUHQGL]DJHP$SURYDGDSHOD&RQIHUrQFLD0XQGLDOVREUH(GX-
FDomRSDUD7RGRV-RPWLHQ7DLOkQGLDDGHPDUoRGH7H[WRGLJLWDGR
LEI COMPLEMENTAR 7.040/98 'LiULR 2¿FLDO GR (VWDGR GH 0DWR *URVVR ,PSUHQVD
2¿FLDOGH0DWR*URVVRGHRXWXEURGH
______. Um corpo estranho: ensaios sobre sexualidade e teoria queen. Belo Hori-
]RQWH$XWrQWLFDE
CHAUÍ, Marilena. Repressão sexual: essa nossa (des)conhecida. 3ª ed. São Paulo:
Brasiliense, 1984.
SILVEIRA, Rosa Maria Godoy (e outros). Subsídios para a Elaboração das Diretrizes
Gerais da Educação em Direitos Humanos (Versão Preliminar). Editora Universitária/
UFPB. João Pessoa – PB, 2007.
ORIENTAÇÕES CURRICULARES
DE EDUCAÇÃO AMBIENTAL
55 Orientações Curriculares das Diversidades Educacionais
$WLYLGDGHGH(GXFDomR$PELHQWDOHP(VFRODGR&DPSR6('8&07
$LQWURGXomRGDVTXHVW}HVDPELHQWDLVQRVFXUUtFXORVHVFRODUHVGR%UDVLOGDWDGD
GpFDGDGHHJDQKDLPSXOVRDSyVD5LR'HYLGRjSUHPrQFLDSDUDRHQIUHQWDPHQ-
WR GRV FRPSOH[RV GHVD¿RV DPELHQWDLV RFRUUH XPD JUDQGH GHPDQGD GRV VLVWHPDV GH
HQVLQRHGXFDGRUHVDOXQRVHFLGDGmRVDUHVSHLWRGDLQFOXVmRGDGLPHQVmRDPELHQWDO
QRHQVLQRIRUPDO6RPDQGRVHDHVVHIDWRD(GXFDomR$PELHQWDOpPHQFLRQDGDQDVGL-
YHUVDVOHJLVODo}HVHGXFDFLRQDLVHVSHFLDOPHQWHQD/HLGH'LUHWUL]HVH%DVHV/'%34, no
3ODQR1DFLRQDOGH(GXFDomR31(HQDV'LUHWUL]HV&XUULFXODUHVGD(GXFDomR%iVLFDH
6XSHULRURTXHIRUWDOHFHRSDSHOWUDQVIRUPDGRUHHPDQFLSDWyULRGD(GXFDomR$PELHQWDO
3RUpPQHVWDSURSRVWDGHRULHQWDomRFXUULFXODUFRQVLGHUDVHDQHFHVVLGDGHGHLQFRUSR-
UDomRSHODV'LUHWUL]HVGR&1(GRVSULQFtSLRVHREMHWLYRV¿[DGRVSHOD3ROtWLFD1DFLRQDO
GH(GXFDomR$PELHQWDO31($35.
34
Lei 9.394 de 20/12/1996 que, em seu artigo 32, assevera que o ensino fundamental terá por objetivo a formação
básica do cidadão mediante: (...) II – a compreensão do ambiente natural e social do sistema político, da tecnologia
das artes e dos valores em que se fundamenta a sociedade.
35
$SURPXOJDomRGD3ROtWLFD1DFLRQDOGH(GXFDomR$PELHQWDOIRLHVWDEHOHFLGDSHOD/HLQGHGHDEULOGH
DTXDOGLVS}HVREUHDLQWURGXomRGD($QRHQVLQRIRUPDOGHPRGRTXHHODQmRVHMDFRQFHELGDHQTXDQWR
XPDGLVFLSOLQDLVRODGDGRFXUUtFXORPDVSHUPHLHWRGDVDViUHDVGRFRQKHFLPHQWRSDUWLQGRGRSUHVVXSRVWRTXHD
GLPHQVmRDPELHQWDOWDPEpPHQJOREDRVDVSHFWRVVRFLDLVHFRQ{PLFRVSROtWLFRVFXOWXUDLVHKLVWyULFRV
Orientações Curriculares das Diversidades Educacionais 56
1RVDQRVGHDR0LQLVWpULRGD(GXFDomRHR0LQLVWpULRGR0HLR$PELHQ-
WHÏUJmR*HVWRUGD3ROtWLFD1DFLRQDOGH(GXFDomR$PELHQWDOUHDOL]DUDPD,,&RQIHUrQ-
FLD1DFLRQDO,QIDQWRMXYHQLOSHOR0HLR$PELHQWHTXHWHYHFRPRREMHWLYRDIRUPDomRGH
SURIHVVRUHVHRHQYROYLPHQWRGHHVWXGDQWHVGRHQVLQRIXQGDPHQWDOEHPFRPRDRUJD-
QL]DomRGH&RQIHUrQFLDV(VFRODUHVHPWRGDVDVHVFRODVGRSDtV(VWDVDo}HVWDPEpP
se voltaram para a formação de estudantes do ensino médio, ao promover inúmeros
&ROHWLYRV-RYHQVQRWHUULWyULRQDFLRQDO
)UHQWHDHVVHFHQiULRUHIHUHQFLDGRKLVWRULFDPHQWHSHORPRYLPHQWRDPELHQWDOLVWDQR
%UDVLOHSRUDo}HVHSROtWLFDVTXHIRUWDOHFHUDPD(GXFDomR$PELHQWDOHPQRVVRSDtVFRQ-
VLGHUDVHWDPEpPRSURFHVVRGHVHQFDGHDGRSHODV6HFUHWDULDVGH(VWDGRGH(GXFDomRDR
SURSRUGLUHWUL]HVFXUULFXODUHVLQFOXLQGRDWHPiWLFDDPELHQWDO'HVWDFDVHWDPEpPDHODER-
UDomRGHSROtWLFDVHVWDGXDLVHSURJUDPDVHVWDGXDLVHPXQLFLSDLVGH(GXFDomR$PELHQWDO
DOpPGDFULDomRGH&RPLVV}HV,QWHULQVWLWXFLRQDLVGH(GXFDomR$PELHQWDO&,($
(VVDV LQLFLDWLYDV YrP SURPRYHU R GHEDWH GDV HVWUDWpJLDV SDUD D LPSODQWDomR GD
(GXFDomR$PELHQWDOQRHQVLQRIRUPDOQDIRUPDomRGRVSURIHVVRUHVHQDLQVWLWXFLRQDOL-
]DomRGD(GXFDomR$PELHQWDOQRVGLYHUVRVVHJPHQWRVGDVRFLHGDGH
3RUpPGHYHVHFRQVLGHUDUTXHDOJXPDV'LUHWUL]HV&XUULFXODUHVHPDQDGDVGR&1(
ID]HPUHIHUrQFLDj(GXFDomR$PELHQWDORXjWHPiWLFDDPELHQWDODSHQDVHPVHXDVSHFWR
ELROyJLFRHHFROyJLFR'DPDQHLUDFRPRVHDSUHVHQWDPHVVDVGLUHWUL]HVFDXVDPOLPLWD-
o}HVDRDYDQoRGDVXUJHQWHVHQHFHVViULDVWUDQVIRUPDo}HVUHODFLRQDGDVjEXVFDSHOD
sustentabilidade ambiental. Entende-se que para além de se limitar à transversalidade
GD (GXFDomR$PELHQWDO DR ³PHLR DPELHQWH ItVLFR´ Ki TXH VH HQJOREDU WDPEpP FRPR
TXHVW}HVDPELHQWDLVDHUUDGLFDomRGDPLVpULDDSURPRomRGDMXVWLoDVRFLDODTXDOLGDGH
GHYLGDHRXWUDVTXHVW}HVTXHMXVWL¿FDPXPDDWLWXGHFUtWLFDHDEXVFDGDWUDQVIRUPDomR
GRDWXDOPRGHORGHGHVHQYROYLPHQWRHFRQ{PLFRVRFLDO0(&
$WXDOPHQWHD(GXFDomR$PELHQWDOHP0DWR*URVVRDSUHVHQWDXPDUHDOLGDGHSUR-
WDJRQL]DGD SRU GLYHUVDV LQVWLWXLo}HV SHVTXLVDGRUHV H HQWLGDGHV QmRJRYHUQDPHQWDLV
$OpP GH SRVVXLU OHLV SURJUDPDV SURMHWRV HP SDUFHULDV UHGHV FRPLVV}HV H FROHWLYRV
HGXFDGRUHVTXHIRUPDPXPDJUDQGHFRPXQLGDGHGHDSUHQGL]DJHPQDEXVFDGHIRU-
WDOHFHU XPD HGXFDomR FDSD] GH FULDU FRQGLo}HV SDUD VH FRPSUHHQGHU DV FRPSOH[DV
UHODo}HVTXHVHHVWDEHOHFHPQRDPELHQWH
1HVVHVHQWLGRRULHQWDQGRVHSHOD/HLGHTXHGLVS}HVREUHD
3ROtWLFD1DFLRQDOGH(GXFDomR$PELHQWDO31($HDPSDUDQGRVHQR3URJUDPD1DFLR-
QDO GH (GXFDomR$PELHQWDO 3UR1($ H 3URJUDPD 0DWRJURVVHQVH GH (GXFDomR$P-
biental (PROMEA), faz-se a proposição dessas diretrizes de EA para a implementação
QRVFXUUtFXORVHVFRODUHVFRQFHELGDQRVSULQFtSLRVGDLQFOXVmRVRFLDOMXVWLoDDPELHQWDO36
HUHVSHLWRDRHQVLQRS~EOLFRHDREHPFRPXP*20(6
6HJXQGRGDGRVGR,QHS,QVWLWXWR1DFLRQDOGH(GXFDomRH3HVTXLVD$QtVLR7HL[HL-
UDHGD&RRUGHQDomR*HUDOGH(GXFDomR$PELHQWDO&HJHD0(&37pFRQVLGHUiYHOR
Q~PHURGHHVFRODVTXHD¿UPDPGHVHQYROYHUSUiWLFDVGH($VHMDSRUPHLRGHSURMHWRV
RXGLVFLSOLQDVHVSHFt¿FDVRXSHODLQFOXVmRGDHGXFDomRDPELHQWDOQDVGLVFLSOLQDV2V
GDGRV UHYHODP DXPHQWR QR Q~PHUR GH PDWUtFXODV HP HVFRODV GH HQVLQR IXQGDPHQWDO
TXH RIHUHFHP ($ HQWUH R SHUtRGR GH GHVWDFDQGR TXH QD UHJLmR &HQWUR-
RHVWHHHVSHFL¿FDPHQWHQRHVWDGRGH0DWR*URVVRYHUL¿FDVHWDPEpPHVVDHYROXomR
9DOHUHVVDOWDUTXHGHVGHHPFRQVRQkQFLDDRTXHHVWDEHOHFHD31($/HL
D6HFUHWDULDGH(VWDGRGH(GXFDomRGH0DWR*URVVR6('8&07DSUHVHQWD
GLUHWUL]HVHGXFDFLRQDLVSDUDD(GXFDomR$PELHQWDOGHPRGRDIRUPDUFLGDGmRVHFLGD-
GmVSDUDDFRQVWUXomRGHXPDVRFLHGDGHPHQRVH[FOXGHQWHHPDLVMXVWD±62&,('$-
'(66867(17È9(,63DUDWDQWRR3URMHWRGH(GXFDomR$PELHQWDO3U($FRQVWLWXLVH
ULFRVXEVtGLRWHyULFRRULHQWDQGRDVHVFRODVSDUDDFRQVWUXomRGH3URMHWRV$PELHQWDLV
(VFRODUHVH&RPXQLWiULRV3$(&$($QRVFXUUtFXORVHVFRODUHVGHPDQGDDo}HVTXH
HQYROYDPDHVFRODHDFRPXQLGDGH³URPSHQGRDOLQKDVHJUHJDGRUDTXHWRUQDRFXUUtFXOR
GDHVFRODDOKHLRDRFXUUtFXORGDYLGD3RULVVRFRQWDFRPDIRUPDomRGHSURIHVVRUHVHV-
WXGDQWHVHPHPEURVGDFRPXQLGDGHHPSURFHVVRVGHFROHWLYRVHGXFDGRUHVDPELHQWDLV´
(PEDROTTI; SATO, 2008, pág. 15).
3XEOLFDGRHPR3URMHWRGH(GXFDomR$PELHQWDOGD6('8&07RULHQWDSDUD
RWUDEDOKRFRPD($HP0DWR*URVVRHGLUHFLRQDDSURSRVLomRGRV3$(&VGHPRGRD
36
-XVWLoDDPELHQWDOpDTXLHQWHQGLGDSRUXPFRQMXQWRGHSULQFtSLRVHSUiWLFDVTXHDVVHJXUDPTXHQHQKXPJUXSR
VRFLDOVHMDHOHpWQLFRUDFLDOGHFODVVHRXJrQHUR³VXSRUWHXPDSDUFHODGHVSURSRUFLRQDOGDVFRQVHTXrQFLDVDP-
ELHQWDLVQHJDWLYDVGHRSHUDo}HVHFRQ{PLFDVGHFLV}HVSROtWLFDVHGHSURJUDPDVIHGHUDLVHVWDGXDLVHORFDLVDVVLP
FRPRGDDXVrQFLDRXRPLVVmRGHWDLVSROtWLFDV´DVVHJXUDQGRDVVLPWDQWRRDFHVVRMXVWRHHTXLWDWLYRDRVUHFXUVRV
DPELHQWDLVGRSDtVTXDQWRRDFHVVRDPSORjVLQIRUPDo}HVUHOHYDQWHVTXHOKHVGL]HPUHVSHLWRHIDYRUHFHQGRD
FRQVWLWXLomRGHPRYLPHQWRVHVXMHLWRVFROHWLYRVQDFRQVWUXomRGHPRGHORVDOWHUQDWLYRVHGHPRFUiWLFRVHPGHVHQ-
volvimento (PORTO, 2004, pág. 122).
37
'DGRVREWLGRVHPXPHVWXGRSUHOLPLQDUVREUH($QDVHVFRODVEUDVLOHLUDVGHVHQYROYLGRSHOR,QVWLWXWR1DFLRQDOGH
(GXFDomRH3HVTXLVD$QtVLR7HL[HLUD,QHSMXQWDPHQWHFRPD&RRUGHQDomR*HUDOGH(GXFDomR$PELHQWDO&HJHD
DPERVGR0(&DSDUWLUGRVGDGRVGHFHQVRHVFRODUGH
Orientações Curriculares das Diversidades Educacionais 58
EXVFDUXPDSHUVSHFWLYDHPDQFLSDWyULDQDVXQLGDGHVHVFRODUHVYLDELOL]DQGRXPDRUJD-
QL]DomRVRFLDOFDGDYH]PDLVMXVWDHGHPRFUiWLFD23U($RULHQWDTXHRWUDEDOKRFRPD
($QDVHVFRODVGHYHFRQWDUFRPDSDUFHULDGHRXWUDVLQVWLWXLo}HVJRYHUQDPHQWDLVWDLV
FRPR0LQLVWpULRGD(GXFDomR0(&0LQLVWpULRGR0HLR$PELHQWH00$6HFUHWDULDGH
(VWDGRGH0HLR$PELHQWH6(0$H,QVWLWXLo}HVGH(QVLQR6XSHULRU,(6HDLQGDLQVWL-
WXLo}HVQmRJRYHUQDPHQWDLVFRPRFROHWLYRVHGXFDGRUHV&ROHWLYR-RYHP07&-5HGH
0DWRJURVVHQVHGH(GXFDomR$PELHQWDO±5(07($,(6SDUWLFXODUHVHRXWURV
1RDQRGHD6HGXFHQFDPLQKRXXPGHQVRTXHVWLRQiULRjVHVFRODVS~EOLFDV
FRPRREMHWLYRGHODQoDUXPROKDUFUtWLFRjSUi[LVHGXFDWLYDQRFRQWH[WRGDHGXFDomR
DPELHQWDO$VLVWHPDWL]DomRGHVVHOHYDQWDPHQWRUHYHORXRTXDQWRDLQGDpSUHFLVRSDUD
DOLDURVDVSHFWRVVRFLDLVHDPELHQWDLVQD(GXFDomR$PELHQWDOXPDYH]TXHDVWHPiWL-
FDVDERUGDGDVHP($UHYHODUDPXPDFRQFHSomRQDWXUDOLVWDFRQVHUYDFLRQLVWDUHODFLRQD-
GDDRVELRPDVFRQVHUYDomRGDELRGLYHUVLGDGHXQLGDGHVGHFRQVHUYDomRUHFXSHUDomR
GHPDWDVFLOLDUHVDOpPGHDWLYLGDGHVFRPKRUWDVHTXLQWDLVHUHVROXFLRQLVWDQDWHQWDWLYD
HPUHVROYHUSUREOHPDV$LQGDTXHVHMDPFRPSUHHQVtYHLVHVVHVGRLVDVSHFWRVXPDYH]
TXHYLYHPRVHPXP(VWDGRFDPSHmRGRGHVPDWDPHQWRHTXHLPDGDVRTXHH[SUHVVD
DVSUHRFXSDo}HVGRVHGXFDGRUHVDPELHQWDLVGHVWDFDVHTXHpSUHFLVRDYDQoDUHPXP
SURMHWRHPDQFLSDWyULRQDSURSRVLomRGHSROtWLFDVTXHHQYROYDPSURWHomRHFROyJLFDMXV-
WLoDDPELHQWDOHLQFOXVmRGHWRGRV
$VVLPpQHFHVViULRTXHDVHVFRODVLPSOHPHQWHPSUiWLFDVSHGDJyJLFDVVLJQL¿FDWL-
YDVQDVTXDLVVHHQIRTXHRFRWLGLDQRGHYLYrQFLDGRHVWXGDQWHSDUDTXHHVWHVHSHUFHED
LQWHJUDQWHGHVXDFRPXQLGDGHHSRUWDQWRFRUUHVSRQViYHOSHODVFRQGLo}HVDPELHQWDLV
TXHRFHUFDP(VVDDERUGDJHPORFDOOHYDRDDPSOLDUVXDSHUFHSomRSRLVFRQIRUPH
/HII³DSDUWLUGRVHUHGHVHUQRPXQGR´DEUHPVHSRVVLELOLGDGHVGHVHFRQVWUXLU
QRYRVVDEHUHVHGHVHYLYHUXPDQRYDUDFLRQDOLGDGHTXHSHUPLWDjVDWXDLVHIXWXUDV
JHUDo}HVPDQHLUDVVXVWHQWiYHLVGHVHUHODFLRQDUFRPRPXQGR
$RFRQVLGHUDURGLUHLWRGHWRGRVDXPPHLRDPELHQWHVDXGiYHOHYLVOXPEUDQGRR
GHVSHUWDUSDUDDFLGDGDQLDPXLWDVHVFRODVWrPEXVFDGRGHVHQYROYHUKDELOLGDGHVGLGi-
WLFRSHGDJyJLFDVVREDSHUVSHFWLYDGDVXVWHQWDELOLGDGHDPELHQWDOGHPRGRDSURPRYHU
YDORUHVHSHUFHSo}HVFXOWXUDLVVRFLDLVHFRQ{PLFRVHDPELHQWDLV&HUWRVGHTXHDVROX-
omRGRVSUREOHPDVDPELHQWDLVGHSHQGHGRHVIRUoRFRPSDUWLOKDGRHQWUHJRYHUQRVVHWRU
SURGXWLYRHVRFLHGDGHHPDWXDomRVLPXOWkQHDQDHVIHUDGDSURGXomRHGRFRQVXPR
HPVXDGLPHQVmRPDWHULDOHVLPEyOLFD0(&YROWDVHDRULHQWDUTXHDGLPHQVmR
DPELHQWDOVHMDWUDEDOKDGDQRFXUUtFXORFRQVLGHUDQGR
59 Orientações Curriculares das Diversidades Educacionais
5HDOL]DomRGHDo}HVSHGDJyJLFDVQDVHVFRODVHPSDUFHLUDFRPRXWUDVRUJDQL]D-
o}HVJRYHUQDPHQWDLVHQmRJRYHUQDPHQWDLV
$LQWHUGLVFLSOLQDULGDGHHDWUDQVYHUVDOLGDGH
$o}HVHSURMHWRVTXHFRQWHPSOHPDFRPSOH[LGDGHDPELHQWDO
$o}HVHSURMHWRVTXHWUDJDPHPVXDFHQWUDOLGDGHDHGXFDomRSROtWLFDGDFRPX-
QLGDGHHVFRODUGHIRUPDDFRQVWUXLUPRVVRFLHGDGHVVXVWHQWiYHLV
,QVHUomRQR3URMHWR3ROtWLFR3HGDJyJLFR
5HOHYkQFLDDRVVDEHUHVSRSXODUHV
3DUDWDQWRFRQVLGHUDVHWDPEpPTXHDLQFOXVmRGDGLPHQVmRDPELHQWDOQRFXU-
UtFXOR HVFRODU QD SHUVSHFWLYD GD VXVWHQWDELOLGDGH LPSOLFD QD VXEVWLWXLomR GDV DQWLJDV
SUiWLFDVHVFRODUHVRUJDQL]DGDVDSDUWLUGDVGLVFLSOLQDVLVRODGDV7UDGLFLRQDOPHQWHHVVDV
SUiWLFDVUHVXOWDPQDIUDJPHQWDomRGRFRQKHFLPHQWRRTXHFRPSURPHWHRVHQWLGRGH
WRWDOLGDGHLPSOtFLWRQDFRPSOH[LGDGHGRDPELHQWH
$FRQVROLGDomRGHVVDFRQFHSomRGH($QRkPELWRHVFRODUUHSUHVHQWDXPLQVWUX-
PHQWR GH UHÀH[mR H GH SUiWLFD FLGDGm 1HVVH VHQWLGR IRL LPSRUWDQWH D VHQVLELOL]DomR
GR SRGHU S~EOLFR HVWDGXDO TXH GHVGH LPEXtGR GHVVH FRPSURPLVVR FULRX D *H-
UrQFLDGH(GXFDomR$PELHQWDODWXDOPHQWHYLQFXODGDj6XSHULQWHQGrQFLDGH'LYHUVLGD-
GHV(GXFDFLRQDLVHQDHODERUDomRGR3ODQR(VWDGXDOGH(GXFDomRSDUDRSHUtRGRGH
LQFOXLX D (GXFDomR$PELHQWDO FRPR XP GRV WHPDV GH UHOHYkQFLD QD iUHD
HGXFDFLRQDO
'HQWUHDVPDQHLUDVGHVHUHODFLRQDURVGLYHUVRVDVSHFWRVGDWHPiWLFDDPELHQWDO
FRPDVGLVFLSOLQDVHVFRODUHVSRGHVHHQFRQWUDULQ~PHUDVSRVVLELOLGDGHVGHWUDQVYHUVD-
lização.
eQHVVDFRQFHSomRGHHQVLQRDSUHQGL]DJHPHIRUPDomRSDUDRVHUKXPDQRTXH
VHSURS}HRHVWXGRGDVOLQJXDJHQVUHIHUHQWHj(GXFDomR$PELHQWDODOpPGDVPHWRGR-
ORJLDVTXHID]HPSDUWHGRWUDEDOKRSHGDJyJLFRH[LVWHQWHVWUDEDOKDURLPDJLQiULRFRPR
GHULYDomRGDFXOWXUDRXPHVPRDSUySULDFXOWXUDVHPSUHDWLYDHGLQkPLFDHDVVLPSRGH-
Orientações Curriculares das Diversidades Educacionais 60
VHD¿UPDUTXHDWUDYpVGRLPDJLQiULRDLPDJLQDomRpHVVHQFLDOPHQWHDEHUWDSURQWDD
FRQVWUXLUXPDSURGLJDOLGDGHVHP¿PGHUHODo}HVHDo}HVVRFLDLVGHQWURGRFRQWH[WRGRV
WHPDV DPELHQWDLV HQWUHODoDGRV D TXDOTXHU RXWUD iUHD GR FRQKHFLPHQWR SRU DFUHGLWDU
TXHDVVDVFRQWULEXHPSDUDRGHVOLQGDPHQWRHFRPSUHHQVmRGHVVDSUREOHPiWLFDXPD
YH]TXHWRGDVDVOLQJXDJHQVWUDEDOKDGDVSHODHVFRODFRQ¿JXUDPXPDQDWXUH]DLQWHUGLV-
FLSOLQDUFRPDVGHPDLViUHDVGRFXUUtFXORHSURSLFLDDPDWHULDOL]DomRGRSHQVDPHQWRH
da forma.
1HVVDSHUVSHFWLYDFRPRWUDEDOKRGRSURFHVVRHGXFDWLYRRLPDJLQiULRFDPLQKD
QDVYHUWHQWHVGHFXQKRKLVWyULFRVRFLDOFXOWXUDOOHJDOHFRQ{PLFRHRXWURVTXHSRGHP
VXUJLU'HVGHTXHFRQWULEXDFRPRTXHDTXLpFRORFDGRFRQ¿JXUDXPFRQMXQWRGHVtP-
ERORVTXHVHH[SUHVVDPSHODOLQJXDJHPHDWUDYpVGHVWDPDQLIHVWDVHDSHUFHSomRGR
mundo que nos rodeia.
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e tudo ligado a ela, em um tempo e espaço que nos reportam ao Universo em sua tota-
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ação humana.
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65 Orientações Curriculares das Diversidades Educacionais
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das pessoas.
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selvagens e áreas marinhas, para proteger os sistemas de sustento à vida da
Terra, manter a biodiversidade e preservar nossa herança natural.
67 Orientações Curriculares das Diversidades Educacionais
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Orientações Curriculares das Diversidades Educacionais 68
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69 Orientações Curriculares das Diversidades Educacionais
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GRUDVGHGHFLVmROtGHUHVHEHQH¿FLiULDV
F)RUWDOHFHUDVIDPtOLDVHJDUDQWLUDVHJXUDQoDHRFDULQKRGHWRGRVRVPHPEURV
da família.
D(OLPLQDUDGLVFULPLQDomRHPWRGDVDVVXDVIRUPDVFRPRDVEDVHDGDVHPUDoD
FRUJrQHURRULHQWDomRVH[XDOUHOLJLmRLGLRPDHRULJHPQDFLRQDOpWQLFDRXVR-
FLDO
E$¿UPDURGLUHLWRGRVSRYRVLQGtJHQDVjVXDHVSLULWXDOLGDGHFRQKHFLPHQWRVWHU-
UDV H UHFXUVRV DVVLP FRPR jV VXDV SUiWLFDV UHODFLRQDGDV FRP FRQGLo}HV GH
vida sustentáveis.
Orientações Curriculares das Diversidades Educacionais 70
F+RQUDUHDSRLDURVMRYHQVGDVQRVVDVFRPXQLGDGHVKDELOLWDQGRRVDFXPSULUVHX
SDSHOHVVHQFLDOQDFULDomRGHVRFLHGDGHVVXVWHQWiYHLV
G3URWHJHUHUHVWDXUDUOXJDUHVQRWiYHLVSHORVLJQL¿FDGRFXOWXUDOHHVSLULWXDO
D'HIHQGHURGLUHLWRGHWRGDVDVSHVVRDVUHFHEHUHPLQIRUPDomRFODUDHRSRUWXQD
sobre assuntos ambientais e todos os planos de desenvolvimento e atividades
que possam afetá-las ou nos quais tenham interesse.
F3URWHJHURVGLUHLWRVjOLEHUGDGHGHRSLQLmRGHH[SUHVVmRGHUHXQLmRSDFt¿FDGH
DVVRFLDomRHGHRSRVLomR
H(OLPLQDUDFRUUXSomRHPWRGDVDVLQVWLWXLo}HVS~EOLFDVHSULYDGDV
I)RUWDOHFHUDVFRPXQLGDGHVORFDLVKDELOLWDQGRDVDFXLGDUGRVVHXVSUySULRVDP-
bientes, e atribuir responsabilidades ambientais aos níveis governamentais onde
SRVVDPVHUFXPSULGDVPDLVHIHWLYDPHQWH
(('HPHUYDO)DULD3217(6(/$&(5'$&DPSDQKD078QLGRFRQWUDDVTXHLPDGDV6('8&07
71 Orientações Curriculares das Diversidades Educacionais
E3URPRYHUDFRQWULEXLomRGDVDUWHVHKXPDQLGDGHVDVVLPFRPRGDVFLrQFLDVQD
HGXFDomRSDUDVXVWHQWDELOLGDGH
F,QWHQVL¿FDURSDSHOGRVPHLRVGHFRPXQLFDomRGHPDVVDQRDXPHQWRGDFRQV-
FLHQWL]DomRVREUHRVGHVD¿RVHFROyJLFRVHVRFLDLV
G5HFRQKHFHUDLPSRUWkQFLDGDHGXFDomRPRUDOHHVSLULWXDOSDUDXPDFRQGLomRGH
vida sustentável.
D,PSHGLUFUXHOGDGHVDRVDQLPDLVPDQWLGRVHPVRFLHGDGHVKXPDQDVHSURWHJrORV
de sofrimento.
E3URWHJHUDQLPDLVVHOYDJHQVGHPpWRGRVGHFDoDDUPDGLOKDVHSHVFDTXHFDX-
VHPVRIULPHQWRH[WUHPRSURORQJDGRRXHYLWiYHO
F (YLWDU RX HOLPLQDU DR Pi[LPR SRVVtYHO D FDSWXUD RX GHVWUXLomR GH HVSpFLHV
não-visadas.
D(VWLPXODUHDSRLDURHQWHQGLPHQWRP~WXRHDVROLGDULHGDGHHFRRSHUDomRHQWUH
WRGDVDVSHVVRDVGHQWURGDVHHQWUHDVQDo}HV
E,PSOHPHQWDUHVWUDWpJLDVDPSODVSDUDSUHYHQLUFRQÀLWRVYLROHQWRVHXVDUDFRODER-
UDomRQDUHVROXomRGHSUREOHPDVSDUDDGPLQLVWUDUHUHVROYHUFRQÀLWRVDPELHQ-
tais e outras disputas.
F 'HVPLOLWDUL]DU RV VLVWHPDV GH VHJXUDQoD QDFLRQDO DWp R QtYHO GH XPD SRVWXUD
GHIHQVLYDQmRSURYRFDWLYDHFRQYHUWHURVUHFXUVRVPLOLWDUHVSDUDSURSyVLWRVSD-
Ft¿FRVLQFOXLQGRUHVWDXUDomRHFROyJLFD
G(OLPLQDUDUPDVQXFOHDUHVELROyJLFDVHWy[LFDVHRXWUDVDUPDVGHGHVWUXLomRHP
massa.
H$VVHJXUDUTXHRXVRGRHVSDoRRUELWDOHFyVPLFRDMXGHDSURWHomRDPELHQWDOH
a paz.
I5HFRQKHFHUTXHDSD]pDSOHQLWXGHFULDGDSRUUHODo}HVFRUUHWDVFRQVLJRPHV-
PR FRP RXWUDV SHVVRDV RXWUDV FXOWXUDV RXWUDV YLGDV FRP D 7HUUD H FRP D
totalidade maior da qual somos parte.
7DQWRR7UDWDGRTXDQWRD&DUWDGD7HUUDFRQVWLWXHPGRFXPHQWRVTXHH[SUHVVDPR
FDUiWHUSROtWLFRGD(GXFDomR$PELHQWDOQRVHQWLGRGHRULHQWDUDVGLYHUVDVSRVVLELOLGDGHV
GHLPSOHPHQWDomRGDGLPHQVmRDPELHQWDOQRFXUUtFXORHVFRODU
Orientações Curriculares das Diversidades Educacionais 72
REFERÊNCIAS BIBLIOGRÁFICAS
$/0(,'$$4XHSDSHOSDUDDV&LrQFLDVGD1DWXUH]DHP(GXFDomR$PELHQWDO"'LV-
FXVVmR GH LGHLDV D SDUWLU GH UHVXOWDGRV GH XPD LQYHVWLJDomR Revista Eletrônica de
Enseñansa de lãs Ciências. Vol. 06, Nº 3. 522-537. 2007.
BBBBBBBBBB0LQLVWpULRGD(GXFDomR6HFUHWDULDGH(GXFDomR&RQWLQXDGD$OIDEHWL]DomR
H 'LYHUVLGDGH QD (GXFDomR Um Retrato da Presença da Educação Ambiental no
Ensino Fundamental Brasileiro: RSHUFXUVRGHXPSURFHVVRDFHOHUDGRGHH[SDQVmR
Brasília: MEC, 2005, pág. 23.
BBBBBBBBBB0LQLVWpULRGD(GXFDomR6HFUHWDULDGH(GXFDomR&RQWLQXDGD$OIDEHWL]DomR
H 'LYHUVLGDGH QD (GXFDomR Proposta de Diretrizes Curriculares Nacionais para a
Educação Ambiental. Brasília: MEC, pág. 27.
325720)GH66D~GHS~EOLFDHLQMXVWLoDDPELHQWDOQR%UDVLO,Q$&6(/5$'+
HERCULANO, S.; PÁDUA, J. A. Justiça ambiental e cidadania. Rio de Janeiro: Relu-
me Dumará, 2004.
Apresentação
)yUXP(VWDGXDOGH'LYHUVLGDGH(WQLFRUUDFLDO6('8&07
,QLFLDOPHQWHpLPSRUWDQWHGHVWDFDUTXHYiULRVHVIRUoRVWrPVLGRIHLWRVSDUDJDUDQWLU
D LQFOXVmR GDV TXHVW}HV HWQLFRUUDFLDLV QDV SROtWLFDV HGXFDFLRQDLV GR (VWDGR FRQIRUPH
SUHYrD/HLTXHRULHQWDDV'LUHWUL]HV&XUULFXODUHV1DFLRQDLVSDUDD(GXFDomR
GDV5HODo}HV(WQLFRUUDFLDLVHSDUDR(QVLQRGD+LVWyULDH&XOWXUD$IUREUDVLOHLUDH$IULFDQD
1RTXHVHUHIHUHDRVDVSHFWRVRULHQWDWLYRVVREUHDTXHVWmRQHJUDHVWHPDWHULDO
pIUXWRLQLFLDOGRVHVIRUoRVGHSURIHVVRUHVDVTXHLQWHJUDPDHTXLSHWpFQLFDGD6HGXF
UHVSRQViYHOSHOD(GXFDomRGDV5HODo}HV(WQLFRUUDFLDLVMXQWDPHQWHFRPSDUWLFLSDomR
GHHGXFDGRUHVRUJDQL]Do}HVQHJUDVHRXWURVPRYLPHQWRVVRFLDLVSUHVHQWHVQR6HPL-
QiULRVREUH,PSOHPHQWDomRGD/HLHPTXHFRQWRXFRPDSDUWLFLSDomRGH
YiULRVDVSURIHVVRUHVDVGD5HGH(VWDGXDOGH(QVLQR1HVVHHQFRQWURIRLDSURYDGRXP
3/$12'($d2TXHDSRQWDYDDOJXQVQRUWHVSDUDDVRULHQWDo}HVFXUULFXODUHVVREUHD
TXHVWmRpWQLFRUUDFLDODVHUGHVHQYROYLGRQDVHVFRODVDWUDYpVGHDWLYLGDGHVSHGDJyJLFDV
SURMHWRVHSODQRVGHHQVLQRFRQWHPSODGRVQRV3URMHWRV3ROtWLFRV3HGDJyJLFRVFRPR
REMHWLYRGHJDUDQWLUDH¿FiFLDGDLPSOHPHQWDomRGD/HL
-iDVTXHVW}HVLQGtJHQDVQDHGXFDomREiVLFDSUHYLVWDVQD/HLTXHFRP-
SOHPHQWD D DSRQWDP DRV HVWDEHOHFLPHQWRV GH HQVLQR XPD DERUGDJHP GD
Orientações Curriculares das Diversidades Educacionais 76
+LVWyULDH&XOWXUD,QGtJHQDTXHMXQWDPHQWHFRPDSRSXODomRQHJUDDUFDFRPDKHUDQoD
KLVWyULFDGDLQYLVLELOLGDGHQRVFXUUtFXORVHVFRODUHVSURYRFDGDSHORHXURFHQWULVPR
'HVVDPDQHLUDRGRFXPHQWRDTXLSURSRVWRVHFRQVWLWXLHPRULHQWDo}HVSDUDXP
SODQHMDPHQWRGHHQVLQRFRPFRQWH~GRVUHIHUHQFLDLVVREUHDFXOWXUDQHJUDHLQGtJHQDH
KLVWyULDGRDQHJURDHtQGLRDEUDVLOHLURDGHYHQGRSRUWDQWRVHUYLUGHSDUkPHWURVSDUD
DYDOLDomRGDLPSOHPHQWDomRGDV/HLVHQRFXUUtFXORGRVHVWDEHOH-
FLPHQWRVHVFRODUHVHVWDGXDLVHPWRGDVDVPRGDOLGDGHVGHHQVLQR
$VVLPDPHWDPDLRUGHVWHGRFXPHQWRpSURPRYHUXPDHGXFDomRTXHOHYHRUHVSHLWR
jGLYHUVLGDGHFXOWXUDOGDVUHODo}HVHWQLFRUUDFLDLV9LVDDLQGDJDUDQWLURUHFRQKHFLPHQWR
GDVFRQWULEXLo}HVGRVDVQHJURVDVHtQGLRVDVQDIRUPDomRGDVRFLHGDGHQDFLRQDO
$VRULHQWDo}HVSURSRVWDVSDUDXPDRUJDQL]DomRFXUULFXODUGD(GXFDomRGDV5H-
ODo}HV(WQLFRUUDFLDLVHR(QVLQRGH+LVWyULD&XOWXUD$IULFDQD$IUREUDVLOHLUDH,QGtJHQD
IRUDPHVWUXWXUDGDVFRPWHPiWLFDVUHIHUHQFLDLVGHQWURGDTXHVWmRpWQLFRUUDFLDOTXHSRV-
VLELOLWDPDRVDVHGXFDGRUHVDVWUDEDOKDUHPQDViUHDVGHFRQKHFLPHQWRTXHFRPS}HPR
FXUUtFXORGDHGXFDomREiVLFD
&DEHDRVDVHGXFDGRUHVDVHjVHTXLSHVSHGDJyJLFDVLQFOXLUPHOKRUDUHDPSOLDU
HVWDVRULHQWDo}HVQRID]HUSHGDJyJLFRDOLFHUoDGDVQR3URMHWR3ROtWLFR3HGDJyJLFRGDV
HVFRODVGRHVWDGRGH0DWR*URVVR
Introdução
$VRULHQWDo}HVDTXLSURSRVWDVSURFXUDPUHVSRQGHUjVODFXQDVHGLVWRUo}HVQRFXUUt-
FXORHVFRODUQRTXHVHUHIHUHjDERUGDJHPGDHGXFDomRGDVUHODo}HVHWQLFRUUDFLDLV+LV-
WRULFDPHQWHDVHVFRODVFHQWUDUDPVHXVFXUUtFXORVQXPSDGUmRHXURFrQWULFRSULYLOHJLDQGR
GHVVD IRUPD D FXOWXUD GH RULJHP EUDQFD 6HQGR PXLWRV HOHPHQWRV GD KLVWyULD H FXOWXUD
$IUREUDVLOHLUDH,QGtJHQDVLOHQFLDGRVRXDERUGDGRVGHIRUPDHTXLYRFDGDHHVWHUHRWLSDGD
1R%UDVLODGLVFULPLQDomRpWQLFRFXOWXUDOHUDFLDOUHSURGX]VHHPYiULRVFRQWH[WRV
VRFLDLVGDVUHODo}HVHQWUHEUDQFRVDVHQmREUDQFRVDV$HVFRODQmRVHLVHQWDGHVVDV
UHSURGXo}HV0HVPRQmRVHQGRSURGXWRUDGHUHODo}HVH[FOXGHQWHVDFDEDSRUUHÀHWLUDV
WUDPDVVRFLDLVH[LVWHQWHVQRHVSDoRPDFURGDVRFLHGDGH
77 Orientações Curriculares das Diversidades Educacionais
(PVHWUDWDQGRGDSUHVHQoDQHJUDQDHGXFDomRSHVTXLVDVHHVWXGRVUHFHQWHV
UHDOL]DGRVQDiUHDGD(GXFDomRHPQRVVRHVWDGRSRULQVWLWXLo}HVFRPRD8)0781(-
0$7 H HQWLGDGHV TXH OXWDP HP GHIHVD GRV GLUHLWRV GDV GLIHUHQWHV SRSXODo}HV YrP
DSRQWDQGRTXHDVUHODo}HVHWQLFRUUDFLDLVQRFRQWH[WRHVFRODUVmRPDUFDGDVSRUSUH-
FRQFHLWRVHGLVFULPLQDomRUDFLDOGHPRQVWUDQGRXPFRWLGLDQRHVFRODUEDVWDQWHKRVWLO
(PVHWUDWDQGRGRDOXQDGRQHJURYHUL¿FDVHXPWUDWDPHQWRGLIHUHQFLDGRSHUFHSomR
QHJDWLYDYHLFXODomRGHSUHFRQFHLWRVHPOLYURVGLGiWLFRVDWUDYpVGHWH[WRVYHUEDLVH
QmRYHUEDLVHLQFXOFDomRGHLQIHULRULGDGHVDWUDYpVGHFRGLQRPHVHHVWHUHyWLSRVUH-
ODFLRQDQGRRVDWULEXWRVItVLFRVGRVQHJURVjVFRLVDVHDQLPDLV2EVHUYDVHTXHHVVDV
PHVPDVIRUPDVGLVFULPLQDWyULDVVHHVWHQGHPVHWDPEpPDRDOXQDGRLQGtJHQDHVHXV
GHVFHQGHQWHV
2V GDGRV GR &HQVR ,%*( SRU H[HPSOR VREUH R VLVWHPD HVFRODU HP 0DWR
*URVVR UHÀHWH D VXEUHSUHVHQWDomR GRD QHJURD QD PpGLD GH DQRV HVWXGDGRV EHP
FRPRHPRXWURVLQGLFDGRUHVVRFLDLV
2IDWRpTXHYLYHPRVDHPHUJrQFLDGHHGXFDUSDUDDGLYHUVLGDGHHWQLFRUUDFLDOH
FXOWXUDORTXHH[LJHDo}HVTXHGHHPFRQWDGHDEVRUYHUHVVDVWHQV}HVpWQLFRFXOWXUDLV
6HWDLVGHVLJXDOGDGHVVmRFRQVWUXtGDVpLPSRUWDQWHVDEHUFRPRHODVIRUDPSURGX]LGDV
HVmRDWXDOL]DGDVFRWLGLDQDPHQWH
3RUWDQWR0DWR*URVVRFRQVLGHUDGRXPHVWDGRGHYDQJXDUGDQDVGLVFXVV}HV(WQL-
FRUUDFLDLVSURS}HSROtWLFDVHGXFDFLRQDLVTXHWrPFRPRSDQRGHIXQGRDGLYHUVLGDGHGH
nossa formação.
$ GLYHUVLGDGH pWQLFD p FRPSRVWD SHOD GLIHUHQoD$ LGHQWLGDGH pWQLFD p DQWHV GH
TXDOTXHUFRLVDDFRQVFLrQFLDGDGLIHUHQoDGDFRQVFLrQFLDGRSURFHVVRKLVWyULFRSDUWLFX-
ODUGDFRQFHSomRGHYDORUHVGLIHUHQWHVHGDFRQVFLrQFLDGHOtQJXDVGLIHUHQWHV
$VVLPVHFRQVWLWXHPDVVRFLHGDGHVKXPDQDV$VRFLHGDGHEUDVLOHLUDpFRPSRVWD
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RFDVRGDVSRSXODo}HVLQGtJHQDVGRHVWDGRGH0DWR*URVVR
$KLVWyULDGRVSRYRVLQGtJHQDVQR%UDVLOFRPHoRXKiPLOKDUHVGHDQRVHQmRHP
TXDQGRRVHXURSHXVDTXLFKHJDUDP$RULJHPGHVWDSRSXODomRDLQGDHVWiSDUD
VHUHVFODUHFLGDRIDWRpTXHQRHVWDGRGR3LDXtIRUDPHQFRQWUDGRVWUDoRVGDSUHVHQoD
KXPDQDTXHUHPRQWDPDPLODQRV$PDLVDQWLJDFHUkPLFDGRFRQWLQHQWHFRPPLO
DQRVIRLORFDOL]DGDQR%DL[R$PD]RQDVDUWHPDUDMRDUDHWDSDMyUHYHODQGRXPDFXOWXUD
EDVWDQWHDYDQoDGDWHFQLFDPHQWH+HFN 3UH]LD
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PXGDQoDVFXUULFXODUHVVLJQL¿FDWLYDVTXHYLVHPjWUDQVIRUPDomRGDHVFRODHPXPHVSD-
oRGHFRQVWUXomRGHQRYRVVHQWLGRVDFHUFDGDVUHODo}HVHWQLFRUUDFLDLVQR%UDVLOKDMD
YLVWDTXHDDOWHUDomRGD/HLQ/'%WRUQRXREULJDWyULR³>@QRVHVWDEHOHFLPHQ-
Orientações Curriculares das Diversidades Educacionais 78
WRVGH(QVLQR)XQGDPHQWDOH0pGLRR¿FLDLVHSDUWLFXODUHV>@RHQVLQRVREUH+LVWyULDH
&XOWXUD$IUREUDVLOHLUD$IULFDQDH,QGtJHQD´
'HVVD IRUPD PXLWDV WrP VLGR DV GLVFXVV}HV WHyULFDV TXH DERUGDP DV TXHVW}HV
FRPR SOXUDOLGDGH FXOWXUDO H HWQLFRUUDFLDO QR HVSDoR GD HGXFDomR 3RGHVH GL]HU TXH
RV DVSHFWRV WHyULFRV TXH LOXPLQDP WDLV TXHVW}HV QR FRQWH[WR HVFRODU WrP VXD RULJHP
QXPDHGXFDomRFXOWXUDOHSRSXODU$HGXFDomRQHVVHFRQWH[WRDGRWDFRPRSDUDGLJPD
D IRUPDomR GH VXMHLWRV FDSD]HV GH SUiWLFDV GH FLGDGDQLD H HPDQFLSDomR FRP EDVHV
GHFRQVFLrQFLDSROtWLFDHKLVWyULFDGDGLYHUVLGDGHHWQLFRFXOWXUDORXVHMDFDSD]HVGHVH
DXWRD¿UPDUHPHYLYHUHPQXPDVRFLHGDGHSOXUDO
O ensino GD(GXFDomRGDV5HODo}HV(WQLFRUUDFLDLVHRHQVLQRGD+LVWyULDGDÈIULFD
H GD &XOWXUD$IUREUDVLOHLUD$IULFDQD H ,QGtJHQD GHYHP FRQVWLWXLU XPD HVWUXWXUD H XP
IXQGDPHQWRSDUDDH¿FiFLDGHXPDSUiWLFDVRFLDOSOXUDOHGHD¿UPDomRHWQLFRUUDFLDO.
&RQVWUXLUSUiWLFDVHGXFDWLYDVGHVRFLDOL]DomRHPWRGRVRVQtYHLVGDHGXFDomR
EiVLFD SDUD DSUHQGL]DJHQV HQWUH RV GLIHUHQWHV FRP YDORUL]DomR GD HVWpWLFD H
FXOWXUDQHJUDHLQGtJHQDYLVDQGRjFRQGXomRGHXPSURFHVVRVHJXURGHD¿UPD-
omRGDLGHQWLGDGHpWQLFRUUDFLDO
3ULRUL]DUWHPDVTXHSHUSDVVHPSRUWRGDVDViUHDVGRFRQKHFLPHQWRHPRGDOL-
GDGHVGHHQVLQRTXHGHHPFRQWDGHDSUHQGL]DJHQVFRQFHLWXDLVHFRODERUHPQD
SHUFHSomRGDVFRQWULEXLo}HVGRVLQGtJHQDVQHJURVDVHDIULFDQRVDVQDFRQV-
WUXomRGRSDWULP{QLRPDWHULDOHLPDWHULDOGRSDtVHGDV$PpULFDV
$ERUGDUWHPiWLFDVTXHYLVHPFRLELUDUHSURGXomRGRUDFLVPRJDUDQWLQGRDVVLP
XPFXUUtFXORHSUiWLFDVSHGDJyJLFDVTXHDWHQGDPjVGHPDQGDVGRVJUXSRV(W-
QLFRUUDFLDLVORFDLV
2UJDQL]DUFRQWH~GRVHVFRODUHVFRPUHIHUrQFLDVKLVWyULFDVJHRJUi¿FDVOLQJXtV-
WLFDVHUHOLJLRVDVGRDDIULFDQRDDIUREUDVLOHLURDHLQGtJHQDMXQWDPHQWHFRP
RXWURVJUXSRVpWQLFRVHFXOWXUDLV
7UDWDUVREUHDFRVPRYLVmRDIULFDQDUHLQYHQWDGDQRWHUULWyULREUDVLOHLURHWHPiWL-
FDVTXHJDUDQWDPDVHVSHFL¿FLGDGHVGDHGXFDomR
,QVHULUFRQKHFLPHQWRVVREUHDKLVWyULDGDÈIULFDHGDFXOWXUDDIULFDQDDIUREUDVL-
leira e indígena na formação da população em Mato Grosso;
5HDOL]DUDWLYLGDGHVHSURMHWRVORFDLVGHUHYLWDOL]DomRGDHVFULWDKLVWyULDFXOWXUD
literatura e arte negra.
'HVHQYROYHUDo}HVHGXFDWLYDVTXHSURGX]DPFRQKHFLPHQWRHUHVSHLWRGDFRV-
PRYLVmRLQGtJHQDHYDORUL]DomRGDKLVWyULDFXOWXUDOLWHUDWXUDHDUWH
79 Orientações Curriculares das Diversidades Educacionais
2FXUUtFXORpRHVSDoRRQGHVHFRUSRUL¿FDPIRUPDVGHFRQKHFLPHQWR
e de saber. O currículo é um dos locais privilegiados onde se
entrecruzam saber e poder, representação e domínio, discurso e
regulação e é também no currículo que se condensam relações
de poder que são cruciais para o processo de formação de
subjetividades sociais. Em suma, currículo, poder e processo de
formação estão mutuamente implicados.
7RPD]7DGHXGD6LOYD
81 Orientações Curriculares das Diversidades Educacionais
+iXPVLOHQFLDPHQWRVREUHDVUDt]HVFXOWXUDLVDIULFDQDVHLQGtJHQDVSUHVHQWHVQD
VRFLHGDGHEUDVLOHLUD(VVHFRPSRUWDPHQWRpIUXWRGRLGHDOGHEUDQTXHDPHQWRSROLWLFD-
mente pensado para o país.
6DEHPRVTXHQmRVHWUDWDGHXPDWDUHIDIiFLOLQFOXLUDVTXHVW}HVUDFLDLVQRFRQWH[-
WRHVFRODUSRUpPHVVDDWLYLGDGHLPSOLFDDFLPDGHWXGRQXPFRPSURPLVVRQRVVRFRPR
HGXFDGRUHV&RQIRUPH6DQWRV
$ERUGDUVREUHFRUUDoDQRFRWLGLDQRGDVDODGHDXODQmRVHOLPLWDDID]HUUHIH-
UrQFLD j GLYHUVLGDGH HWQLFRUUDFLDO GH XPD SRSXODomR ,QLFLDOPHQWH WUDWDVH GH
GHVFRQVWUXLULGHLDVTXHUHODFLRQDPFRUUDoDDFDSDFLGDGHHTXDOLGDGHVPRUDLV
HLQWHOHFWXDLV>@&RQVLVWHWDPEpPHPHYLGHQFLDUDLQÀXrQFLDHFRQWULEXLomR
GHVVDPHVPDGLYHUVLGDGHQRVVDEHUHVHFRQKHFLPHQWRVTXHVmRDSUHHQGLGRV
QRHVSDoRHGXFDFLRQDOHPDQLSXODGRVQDVRFLHGDGHFRPRXPWRGRSiJ
$DERUGDJHPGDTXHVWmRLQGtJHQDHPWRGDVDVHVFRODVGHHGXFDomREiVLFDFRQ-
IRUPHLQFOXLXD/HLSHUPLWLUiFRUULJLUGLVWRUo}HVDUHVSHLWRGRUHIHULGRDVVXQWR
possibilitará maior valorização da identidade indígena no país e a herança desses povos
HPQRVVDIRUPDomRFXOWXUDO&RQIRUPH2OLYHLUDH)UHLUHSiJ
Orientações Curriculares das Diversidades Educacionais 82
$FRQFHSomRJHQHUDOL]DGDVREUHDXQLIRUPLGDGHGDFXOWXUDGRVSRYRVLQGtJHQDVQR
%UDVLOQRVOHYDDRGHVFRQKHFLPHQWRDRHWQRFHQWULVPRTXHDLQGDLPSHUDQDVRFLHGDGH
QDFLRQDODFUHVFLGRVGHGH¿QLo}HVSHMRUDWLYDVFRPRVHRVSRYRVLQGtJHQDVDLQGDYLYHV-
VHP QD LGDGH GD SHGUD QR PXQGR GR DWUDVR WHFQROyJLFR VHUHV LQIHULRUHV VHOYDJHQV
YLROHQWRVHQWUHRXWURVWUDWDPHQWRV5DUDPHQWHVHVDEHTXHFDGDVRFLHGDGHWHPVXDV
SDUWLFXODULGDGHVVXDSUySULDOtQJXDPDWHUQDVXDFRVPRORJLDVXDFXOWXUDHVXDFRQFHS-
ção de mundo.
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turais no ensino.
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83 Orientações Curriculares das Diversidades Educacionais
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é moral e o que é imoral, o que é bom e o que é mau, o que é belo e o que é feio, quais
vozes são autorizadas e quais não o são (Silva, 1995, pág. 195).
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Orientações Curriculares das Diversidades Educacionais 84
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87 Orientações Curriculares das Diversidades Educacionais
EDUCAÇÃO INFANTIL38
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38
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Ângela Maria dos Santos.
39
BRASIL, 2005.
40
Art. 29 da LDB.
Orientações Curriculares das Diversidades Educacionais 88
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estamos diretamente envolvidos, mas, sim, para o mundo e sua diversidade.
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41
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89 Orientações Curriculares das Diversidades Educacionais
ENSINO FUNDAMENTAL42
Introdução
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alimentares e outros. (Lima 2006, pág. 35)
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diversidade religiosa.
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42
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Orientações Curriculares das Diversidades Educacionais 90
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dizagens.
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afro-mato-grossense em situação de valorização para a leitura visual, ressaltando as di-
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de valorização do Ser.
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44 Por João Bosco da Silva.
91 Orientações Curriculares das Diversidades Educacionais
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93 Orientações Curriculares das Diversidades Educacionais
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Orientações Curriculares das Diversidades Educacionais 96
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tribuições dos diversos grupos étnicos para a formação da nação e cultura brasileira.
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discriminá-las.
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47
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2005. pág. 31.
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97 Orientações Curriculares das Diversidades Educacionais
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CEAD/UnB. 20006. pág. 135
53
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Orientações Curriculares das Diversidades Educacionais 98
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54
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55
Eduardo David de Oliveira.&RVPRYLVmR$IULFDQDQR%UDVLO(OHPHQWRVSDUDXPD¿ORVR¿DDIURGHVFHQGHQWH IPAD.
Curitiba – PR, 2006. pág. 67.
56
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CEAD/UnB. 20006.pág. 135
99 Orientações Curriculares das Diversidades Educacionais
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57
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58
Reginaldo Prandi. 0LWRORJLDGRV2UL[iVCia das Letras. São Paulo – SP, 2001. pág. 145
Orientações Curriculares das Diversidades Educacionais 100
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verna é o homem, é inquestionável que quem dá a legitimidade a esse poder é a mulher.
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59
Eduardo David de Oliveira.&RVPRYLVmR$IULFDQDQR%UDVLO(OHPHQWRVSDUDXPD¿ORVR¿DDIURGHVFHQGHQWH IPAD.
Curitiba – PR, 2006. pág. 96.
60
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61
Eduardo David de Oliveira. Idem. Op.Cit pág. 101.
101 Orientações Curriculares das Diversidades Educacionais
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de onde se irradiou para os estados de Minas Gerais e São Paulo e mais tarde para outros
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62
Ensino Religioso. (Caderno 7) Idem. Op.Cit. pág. 31
63
Ensino Religioso. (Caderno 7) Idem. Op.Cit. pág. 30
Orientações Curriculares das Diversidades Educacionais 102
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este momento:
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GH]HQDVGHOHVGHVHPEDUFDUDPQDWHUUDEUDVLOLV$OpPGLVVRFRPRWRGRPLJUDQWH
HPOXWDSHODVREUHYLYrQFLDRVRUL[iVWLYHUDPGHGLDORJDUFRPDVFRUWHVFHOHV-
WHVHVWUDQJHLUDVHID]HUDOJXPDVFRQFHVV}HV3ULPHLURWLYHUDPGHVHHQWHQGHU
FRPDVGLYLQGDGHVLQGtJHQDV1mRIRLGLItFLOHVWDYDPWRGRVQR³PHVPREDUFR´
HLVVRORJRGHXjOX]DULTXH]DGDVSDMHODQoDVHFDWLPEyV2XWURGLiORJRPXLWR
ULFRYHUL¿FRXVHHQWUHDVYiULDVWUDGLo}HVDIULFDQDVEDQWXVLRUXEiV,UPDQD-
GDVFKHJDUDPjVtQWHVHRULJLQDOUHSUHVHQWDGDSHOR&DQGRPEOp2V2UL[iV
VHDFRPRGDUDPjGLYHUVDSURYHQLrQFLDJHRJUi¿FRFXOWXUDOGHVHXV¿OKRVH
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QmR Mi EDVWDVVHP HVVDV SHULSpFLDV DLQGD WLYHUDP RV RUL[iV TXH VH HVFRQGHU
GHEDL[RGHQRPHVHHVWiWXDVGRVVDQWRVFDWyOLFRVGRVRSUHVVRUHV66.
64
Ensino Religioso.(Caderno 7) Idem. Op.Cit. pág. 30
65
ZZZXPEDQGDXROFRPEUPHVWUHV
66
Ensino Religioso.(Caderno 7) Idem. Op.Cit. pág. 13
103 Orientações Curriculares das Diversidades Educacionais
$V UHOLJL}HV GH PDWUL] DIULFDQD WLYHUDP TXH VH DGDSWDU jV UHDOLGDGHV SDUD RQGH
HUDPHQYLDGRVVHXV¿pLV
(PFRQVHTXrQFLDGRSURFHVVRHFRQ{PLFRHVFUDYRFUDWDWDLVUHOLJL}HVHVSDOKDUDP-
VHSRUWRGRVRVFDQWRVGR%UDVLOHVRIUHUDPPXGDQoDVSDUDDGDSWDUVHjQRYDUHDOLGD-
GHSRUpPGHXPDIRUPDJHUDOpSRVVtYHOD¿UPDUTXHRFXOWRDRVDQFHVWUDLVGLYLQL]DGRV
UHVJXDUGDGDVDOJXPDVGLIHUHQoDVpRPHVPRTXHH[LVWHQDÈIULFD
(PVHWUDWDQGRGRFXOWRGH8PEDQGDRVHVWXGLRVRVVmRXQkQLPHVHPD¿UPDUTXH
QmRH[LVWHQDÈIULFDQDGDTXHVHDVVHPHOKHDHVVHFXOWRQR%UDVLO(QTXDQWRDVRXWUDV
UHOLJL}HVYLQGDVGDÈIULFDHDTXLDGDSWDGDVEXVFDPQHVVHFRQWLQHQWHXPDOLJDomRXP-
ELOLFDORVSUDWLFDQWHVGRFXOWRGH8PEDQGDSUHIHUHPOHQWDPHQWHGLVWDQFLDUVHGDTXHOH
FRQWLQHQWH0XLWDVFRPXQLGDGHVWHUUHLURVGHFXOWRXPEDQGLVWDEXVFDQGRGLVWDQFLDUVH
GHVXDUDL]DIURSDVVDUDPDUHSXGLDUDVRIHUHQGDVHRVVDFULItFLRVGHDQLPDLVFRPRIRU-
PDGHEXVFDURHTXLOtEULRGRD[pVHMDSHVVRDORXFRPXQLWiULR0HVPRFRPHVVHGLVWDQ-
FLDPHQWRGHVXDVRULJHQVRVXPEDQGLVWDVD¿UPDPFRPFRQYLFomRTXHRVRUL[iVUHJHP
RPXQGRHRVGHVWLQRVGRVVHUHVKXPDQRV(VVHpRSRQWRGHFRQYHUJrQFLDHQWUHHVVH
FXOWRHRXWUDVUHOLJL}HVGHPDWUL]DIULFDQD
(Q¿P R REMHWLYR GHVWHV HVFULWRV IRL GHVWDFDU WDLV FXOWRV FRPR SDUWH LQWHJUDQWH H
IXQGDPHQWDOSDUDFRPSUHHQGHUDWUDMHWyULDGRDQHJURDHPQRVVRSDtVHVXDFRQWULEXL-
omRQDIRUPDomRVyFLRUHOLJLRVDGHQRVVDQDomR3DUDREVHUYDUHFRPSUHHQGHUDGLQk-
PLFDGHVVDVUHOLJL}HVpIXQGDPHQWDOGLVFXWLUDSOXUDOLGDGHFXOWXUDOEUDVLOHLUDEHPFRPR
VXDLPSRUWkQFLDQDEXVFDGHXPDVRFLHGDGHTXHUHVSHLWHRVYDULDGRVYDORUHVUHOLJLRVRV
TXHFRQWULEXtUDPQRSDVVDGRHSUHVHQWHSDUDDPXOWLSOLFLGDGHGHYDORUHVpWLFRPRUDO
FXOWXUDOHUHOLJLRVR
Orientações Curriculares das Diversidades Educacionais 104
BIBLIOGRAFIA
%5$6,/H6(&5(7$5,$GH(GXFDomRD'LVWkQFLDGD(GXFDomR)XQGDPHQWDOÍN-
DIOS DO BRASIL, Brasília: MEC; SEED: SEF, 2001.
&81+$30&GD'DVHQ]DODjVDODGHDXODFRPRRQHJURFKHJRXjHVFROD,QCur-
rículo. %HOR+RUL]RQWH$XWrQWLFD
DEL PRIORI, Mary. “O papel branco, a infância e os jesuítas na Colônia”. In: +LVWyULD
GD&ULDQoDQR%UDVLO6mR3DXOR&RQWH[WR
/,0$0{QLFD)D]HQGRVRDURVWDPERUHVRHQVLQRGH+LVWyULDGDÈIULFDHGRVDIULFDQRV
no Brasil. Cadernos Penesb/UFF: 2005.
__________________. &RPRRVWDQWmVQDÀRUHVWD5HÀH[}HVVREUHRHQVLQRGH+LV-
tória da África e dos africanos no Brasil. ,Q6DEHUHVHID]HUHVYPRGRVGHYHUFR-
RUGHQDomRGRSURMHWR$QD3DXOD%UDQGmR$FRUGD&XOWXUD5LRGH-DQHLUR)XQGDomR5REHUWR
Marinho, 2006.
OLIVEIRA, Eduardo David de. Cosmovisão Africana no Brasil - Elementos para uma
¿ORVR¿DDIURGHVFHQGHQWH. IPAD: Curitiba-PR, 2006.
PRANDI, Reginaldo. Mitologia dos Orixás. Cia das Letras. São Paulo-SP, 2001.
PRESTES, Miriam. Umbanda: crença, saber e prática. Pallas: Rio de Janeiro-RJ, 1997.
RIZZINI, Irma. (org.) Crianças desvalidas, indígenas e negras no Brasil FHQDV GD
&RO{QLDGR,PSpULRHGD5HS~EOLFD5LRGH-DQHLUR868(G8QLYHUVLWiULD
SANTOS. Ângela Maria dos. Falando sobre Cor/Raça em sala de aula. In: Trabalhan-
GRDV'LIHUHQoDVQD(GXFDomR%iVLFD/HLQRPXQLFtSLRGH&XLDEi&XLDEi-
07'RFXPHQWD±1(35(8)07
SILVA, Tomaz Tadeu da (org). Alienígenas na Sala de Aula. 3ª Ed., 248 pags. Editora
Vozes.
ORIENTAÇÕES CURRICULARES
PARA A EDUCAÇÃO DO CAMPO
Orientações Curriculares das Diversidades Educacionais 108
Boaventura S. Santos
109 Orientações Curriculares das Diversidades Educacionais
Apresentação
(VWHGRFXPHQWRWHPFRPRREMHWLYRDSRQWDURULHQWDo}HVFXUULFXODUHVQDFRQVWUXomR
GDV SUiWLFDV SHGDJyJLFDV GD (GXFDomR QR?GR &DPSR FRQWH[WXDOL]DGDV HP DVSHFWRV
KLVWyULFRVGDTXHVWmRDJUiULDEUDVLOHLUDHGRSURFHVVRFRQVWLWXWLYRGD(GXFDomRGR&DP-
po no Brasil e no estado de Mato Grosso.
$SURSRVWDSRUWDQWRWHPFRPRIRFRDFRPSUHHQVmRGHTXHD(VFRODGR&DPSR
WHPXPDSURIXQGDUHODomRHQWUHDJULFXOWXUDHYLGDFDPSRQHVD(VWHHQWUHODoDPHQWR
FRQWULEXLSDUDDPHOKRULDHFRQGLo}HVIDYRUiYHLVGDYLGDHGDVUHDOLGDGHVTXHYLYHQ-
FLDPRVSRYRVGRFDPSR&RDGXQDQGRFRPWDLVSHUFHSo}HVDFUHGLWDVHTXHVHMDSUH-
FLVRFRQVWUXLUXPD(VFRODDSDUWLUGDUHDOLGDGHGRVVXMHLWRVTXHHVWHMDOLJDGDjYLGD
PHUJXOKDGDQRHVSDoRWHPSRGHVVHVSRYRVUHVVLJQL¿FDQGRYDORUHVFRPUHVSHLWRj
GLYHUVLGDGHFRPD¿QDOLGDGHGHFRQWULEXLUSDUDWUDQVIRUPDURFRQWH[WRVyFLRKLVWyULFR
VRFLDOHFXOWXUDO
$FRQVWUXomRGRVSURMHWRVSROtWLFRSHGDJyJLFRVGDV(VFRODVGR&DPSRQHVWDSHUV-
SHFWLYDUHSUHVHQWDSRVVLELOLGDGHGHP~OWLSODVDSUHQGL]DJHQVSRLVSHUPLWHGLiORJRHQWUH
RVVDEHUHVGLYHUVRVHDVFLrQFLDV$(VFRODGR&DPSRDVVLPHQWHQGLGDHFRQVWUXtGD
QmRVHUHVWULQJLUiDSHQDVDXPHVSDoRItVLFRRQGHVHWHRUL]DPDVWRUQDVHXPFHQWUR
GLQkPLFRGHLUUDGLDomRGHUHÀH[mRHGHSUi[LVDo}HVTXHFRQWULEXHPSDUDDUHVVLJQL¿-
FDomRGHYDORUHVGHLGHQWLGDGHHGHSHUWHQFLPHQWR3URFHVVRVTXHIRUWDOHFHPRHQWHQ-
GLPHQWRGRSURFHVVRLQFRQFOXVRSHORTXDOYHLFXODRVHUKXPDQRQRPXQGRFRQWULEXLQGR
SDUDDFRQVWUXomRHIHWLYDGRTXHpVHU+XPDQRHPXPDVRFLHGDGHPHFDQL]DGD7DLV
UHÀH[}HVLQGX]HPjVSUiWLFDVFRQVWUXWLYDVDVTXDLVJHUDPRSURWDJRQLVPRDDXWRVVXV-
tentabilidade e a solidariedade.
3RUWDQWRYDOHUHVVDOWDUTXHRGRFXPHQWRpXPDSURSRVWDFRQVWLWXLQWHGDSROtWLFD
GH (GXFDomR GR &DPSR GH 0DWR *URVVR TXH SULPD SHOR UHVSHLWR H SHOD YLVLELOLGD-
GHGRVHGXFDGRUHVHGXFDQGRVSHUPLWLQGRTXHDSDUWLUGHVXDVH[SHULrQFLDVVHMDP
WHFLGDV SUiWLFDV HGXFDFLRQDLV TXH FRQWHPSOHP H YDORUL]HP RV GLIHUHQWHV FRQWH[WRV
FRWLGLDQRV H HGXFDFLRQDLV $V SURSRVLo}HV GHVFULWDV QHVWH GRFXPHQWR DQFRUDPVH
QDVSHUFHSo}HVHGXFDWLYDVGH3DXOR)UHLUH%RDYHQWXUD66DQ-
tos (2000, 2001), Humberto Maturana (2009), Miguel Gonzales Arroyo (2000), Rosely
&DOGDUW-RVpGH6RX]D0DUWLQV*XWLHUUH]H&UX]3UDGR0RQLFD
0ROLQD HQWUH RXWURV DXWRUHV TXH SHUFHEHP TXH DV UHODo}HV LQWHUSHVVRDLV H
DPELHQWDLVHVWmRLQWUtQVHFDVjVTXHVW}HVHGXFDFLRQDLVSULQFLSDOPHQWHQRTXHFRQFHU-
QHj(GXFDomRQRHGR&DPSR
3DUDDFRQVWUXomRGHVWDSUiWLFDHGXFDWLYDRHGXFDGRUHRHGXFDQGRSUHFLVDP
VHUSURWDJRQLVWDVSRLVpDSDUWLUGHVHXVGHVD¿RVHHVSHUDQoDVTXHVHSRGHFRQV-
WUXLU SURSRVWDV HGXFDFLRQDLV TXH VH HQODoDP QmR SRU VXDV FDUrQFLDV H IUDFDVVRV
PDV SHOR GHVHMR GH SURMHWDU VRQKRV DQFRUDGRV QR JRVWR SHOD EXVFD GD LJXDOGDGH
FRQVWUXtGDQDVGLIHUHQoDVHQRVFRQÀLWRV'HVVDPDQHLUDDOPHMDPRVSDUFHULDVFRP
VHUHVKXPDQRVTXHREHGHFHPDSHQDVDRSRGHUFULDGRUGDYLGDWUDQVERUGDQWHH[-
FHVVLYRGHWHLDVFRQVWUXWLYDVGHUHFULDo}HVHDSUHQGL]DJHQV3RUpPYDOHUHVVDOWDU
Orientações Curriculares das Diversidades Educacionais 110
TXHVmRSURSRVLWLYDVTXHVySRGHPID]HUSDUWHGD³UHDOLGDGH´FRPRSRGHULQYHQWLYR
HFULDWLYRGDTXHOHVTXHDFUHGLWDPQDXWRSLDHQRSRGHUGH³VHUPDLV´GHVFULWRSHOR
H[tPLRHGXFDGRU3DXOR)UHLUH3DUDWDQWRVXJHULPRVRWUDEDOKRFRP³7HPi-
WLFDV 3HGDJyJLFDV´ GHVWDFDQGR TXH VH WUDWD GH SURSRVLWXUDV HQWUHDEHUWDV que se
HQWUHODoDP jV WHRULDV VXSUDFLWDGDV GLDORJDP FRP DV GLIHUHQWHV iUHDV GH FRQKHFL-
PHQWRVHPRGDOLGDGHVGHHQVLQRHSRVVLELOLWDPYRRVSHGDJyJLFRVDRVHGXFDGRUHV
FRPSURPHWLGRVHRXVDGRV
111 Orientações Curriculares das Diversidades Educacionais
67
³8WLOL]DUVHjDH[SUHVVmRFDPSRHQmRDPDLVXVXDOPHLRUXUDOFRPRREMHWLYRGHLQFOXLUQRSURFHVVRGDFRQIH-
UrQFLDXPDUHÀH[mRVREUHRVHQWLGRDWXDOGRWUDEDOKRFDPSRQrVHGDVOXWDVVRFLDLVHFXOWXUDLVGRVJUXSRVTXHKRMH
WHQWDPJDUDQWLUDVREUHYLYrQFLDGHVVHWUDEDOKR0DVTXDQGRVHGLVFXWLUDHGXFDomRGRFDPSRVHHVWDUiWUDWDQGRGD
HGXFDomRTXHVHYROWDDRFRQMXQWRGRVWUDEDOKDGRUHVHGDVWUDEDOKDGRUDVGRFDPSRVHMDPDVQDo}HVLQGtJHQDV
VHMDPRVGLYHUVRVWLSRVGHDVVDODULDGRVYLQFXODGRVjYLGDHDRWUDEDOKRQRPHLRUXUDO4XHUVHDMXGDUDFRQVWUXLU
HVFRODGRFDPSRRXVHMDHVFRODFRPXPSURMHWRSROtWLFRSHGDJyJLFRYLQFXODGRjVFDXVDVDRVGHVD¿RVDRVVR-
QKRVjKLVWyULDHjFXOWXUDGRSRYRWUDEDOKDGRUGRFDPSR´.ROOLQJHWDO
Orientações Curriculares das Diversidades Educacionais 112
1mRSRVVRFRQWLQXDUVHQGRKXPDQRVHIDoR
desaparecer em mim a esperança.
Paulo Freire
113 Orientações Curriculares das Diversidades Educacionais
(VFRODGR&DPSRHP&ROQL]D6('8&07
$FRPSUHHQVmRGDKLVWyULDGD(GXFDomRGR&DPSRQR%UDVLOHVWiYLQFXODGDjKLV-
WyULDDJUiULDEUDVLOHLUDSRLVIRLDSDUWLUGHVVHSURFHVVRGHOXWDSHORDFHVVRjWHUUDTXH
VHYLVOXPEURXXPDQRYDPRGDOLGDGHGHHQVLQRDRVSRYRVGRFDPSR3RUWDQWRDSUHVHQ-
WDPRVXPEUHYHSHUFXUVRKLVWyULFRGDVOHLVTXHUHJHPRSURFHVVRGDUHIRUPDDJUiULD
FRPRVXEVWUDWRGDSURSRVLWXUDGHXPDOXWDGD(GXFDomRQRGR&DPSRFRPDLQWHQFLR-
QDOLGDGHGHVLWXi±ODQHVWHFRQWH[WR
$/HL1GHGHVHWHPEURGHWDPEpPFRQKHFLGDFRPR/HLGH7HUUDV
HR'HFUHWR1GHGHMDQHLURGHFRQKHFLGRcomo Regulamento da Lei de
7HUUDVYLJRUDUDPQR%UDVLODWpVHPDOWHUDo}HVVLJQL¿FDWLYDVVDOYRDGHFRUUHQWHGD
opção federalista da Constituição de 1891, que deve ser referida, uma vez que transferiu
SDUFHODVLJQL¿FDWLYDGDVWHUUDVGHYROXWDVGD8QLmRSDUDRV(VWDGRVPHPEURV
1R¿QDOGRVpFXOR;,;HPHDGRVGR;;SRGHPRVLGHQWL¿FDUXPDVpULHGHPRYL-
PHQWRV GH FXQKR SRSXODU TXH WLYHUDP QD UHOLJLRVLGDGH XP HOHPHQWR LPSRUWDQWH FRQ-
WHVWDQGRDRFXSDomRKHJHP{QLFDQR%UDVLOTXDOVHMDDJUDQGHSURSULHGDGH&XPSUHP
GHVWDFDUQDTXHOHFRQWH[WR&DQXGRV&RQWHVWDGRHRVmucker, entre outros, de tal sorte
TXHDRUJDQL]DomRIXQGLiULDEUDVLOHLUDQXQFDIRLWmRKDUP{QLFDTXDQWRDHOLWHSURSULHWiULD
D¿UPDDWpKRMH
2SHUtRGRFRPSUHHQGLGRHQWUHDVGpFDGDVGHHGRVpFXORSDVVDGRSRGHVHU
LGHQWL¿FDGRFRPRFUtWLFRKDMDYLVWDTXHHVWiYDPRVGLDQWHGHXPDFRQWHVWDomRVLVWHPD-
WL]DGDHRUJkQLFDGRODWLI~QGLRMiQmRPDLVSDXWDGDSHORPHVVLDQLVPR7HPRVDHPHU-
JrQFLDGHXPDVpULHGHPRYLPHQWRVVRFLDLVQRFDPSRPHUHFHQGRGHVWDTXHDV/LJDV
&DPSRQHVDVQR1RUGHVWHR0DVWHU0RYLPHQWRVGRV$JULFXOWRUHV6HP7HUUDRULXQGR
GR37%QR5LR*UDQGHGR6XODVRUJDQL]Do}HVGHSRVVHLURVQRVXGHVWHGR3DUDQiHD
RUJDQL]DomRGHSHTXHQRVSURSULHWiULRVHSRVVHLURVQRWHUULWyULRGH7URPEDVH)RUPRVR
no estado de Goiás, sob a liderança do Partido Comunista Brasileiro – PCB. (MARTINS,
1986, b, pág. 67 e seguintes).
Orientações Curriculares das Diversidades Educacionais 114
'LDQWH GD LQWHQVLGDGH GRV FRQÀLWRV H GD LQFDSDFLGDGH GR (VWDGR HP FRQWURODU
DVRFLHGDGHFLYLODFDERXSRUJDQKDUYLVLELOLGDGHjEDQGHLUDGDUHIRUPDDJUiULD0H-
UHFH UHIHUrQFLD DLQGD D SURPXOJDomR GR (VWDWXWR GR 7UDEDOKDGRU 5XUDO pela Lei Nº
SURSRVWDSHORHQWmRSUHVLGHQWH-RmR*RXODUWTXHUHJXODYDDVUHODo}HVGH
WUDEDOKRQRFDPSRTXHDWpRPRPHQWRQmRHUDPFRQWHPSODGDVSHODOHJLVODomRWUDED-
lhista.
'XUDQWHRSHUtRGRGHVFULWRR~QLFRDYDQoROHJLVODWLYRTXHWLYHPRVIRLD&RQVWLWXL-
omRGHTXHQRVHXDUWLJRDVVHJXUDYDRGLUHLWRGHSURSULHGDGHFRQGL-
FLRQDQGRR DR FXPSULPHQWR GH VXD IXQomR VRFLDO68 XPD LQRYDomR VLJQL¿FDWLYD SDUD R
período. É importante referir que esse dispositivo foi suprimido da Constituição de 1937,
quando da implantação do (VWDGR1RYR
$GpFDGDGHpLGHQWL¿FDGDQDOLWHUDWXUDHFRQ{PLFDFRPRRSHUtRGRKLVWyULFR
GRGHVHQYROYLPHQWLVPRQDTXDOR(VWDGRpLGHQWL¿FDGRFRPRRLQGXWRUGHVVHSURFHV-
VRFRPRSUHGRPtQLRGHXPDPDWUL]GHVHQYROYLPHQWLVWDurbanizante e industrializante,
LGHQWL¿FDGDFRPXPDmodernização conservadoraTXHDFDERXSRUDJUDYDUDVWHQV}HV
VRFLDLVQRFDPSRTXHDWLQJLDPQtYHLVPXLWRSUHRFXSDQWHVHVSHFLDOPHQWHSDUDDHOLWH
rural brasileira (MARTINS, 1985).
1RDQRGHPDLVSUHFLVDPHQWHHPGHRXWXEURRSUHVLGHQWH&DVWHOR%UDQ-
FRHQFDPLQKRXDR&RQJUHVVR1DFLRQDOR3URMHWR(VWDWXWRGD7HUUDFXMDSULQFLSDOIXQomR
HUDIRUQHFHUUHVSRVWDDRVSUREOHPDVIXQGLiULRVEUDVLOHLURV3DUDWDQWRDHODERUDomRGHV-
VDOHJLVODomRWRPRXFRPRSDUDGLJPDDLGHLDGHPRGHUQL]DomRDJUiULDWHPiWLFDUHOHYDQ-
WHFRPRGHVHQYROYLPHQWRHDLQGXVWULDOL]DomRGR%UDVLOQDpSRFD(PGHQRYHPEUR
do mesmo ano, o (VWDWXWRGD7HUUDIRLDSURYDGRFRPR/HL1'RFXPHQWRQR
TXDOpSRVVtYHOHQFRQWUDUHOHPHQWRVLPSRUWDQWHVSDUDTXDOL¿FDUDFRPSUHHQVmRGDTXHOH
PRPHQWRQRTXHWDQJHjVTXHVW}HVDJURIXQGLiULDV
1RVLWHQVHLGHQWL¿FDPRVXPDFUtWLFDH[SOtFLWDDRJRYHUQRDQWHULRU-RmR
*RXODUWFRPRSRGHPRVYHUSHODOHLWXUDGRVWUHFKRVDEDL[RWUDQVFULWRV
>@TXHUSHORLQDGHTXDGRDWHQGLPHQWRGDVH[LJrQFLDVQRUPDLVQRPHLRDJUiULR
FRPRDVVLVWrQFLDWpFQLFDH¿QDQFLDPHQWRVTXHUSHODproposital inquietação, que
SDUD¿QVSROtWLFRVVXEDOWHUQRVR*RYHUQRDQWHULRUSURSDJRXSHODViUHDVUXUDLV
do País,FRQWULEXLQGRSDUDGHVRUJDQL]DURVLVWHPDGHSURGXomRDJUtFRODH[LVWHQ-
WHVHPRVXEVWLWXLUSRURXWURPDLVDGHTXDGR>@DRLQYpVGHGDUDRSUREOHPD
68
)XQomRVRFLDOGDSURSULHGDGHpPDWpULDUHJXODGDQD&RQVWLWXLomR)HGHUDOHPVHXDUWLJRVHQGRLPSRUWDQWHUHIH-
ULUTXHRVFULWpULRVHVWDEHOHFLGRVQHVWHGLVSRVLWLYROHJDODSURYHLWDPHQWRUDFLRQDOHDGHTXDGRXWLOL]DomRDGHTXDGD
GRVUHFXUVRVQDWXUDLVGLVSRQtYHLVHSUHVHUYDomRGRPHLRDPELHQWHREVHUYkQFLDGDVGLVSRVLo}HVTXHUHJXODPDV
UHODo}HVGHWUDEDOKRHH[SORUDomRTXHIDYRUHoDREHPHVWDUGRVSURSULHWiULRVHGRVWUDEDOKDGRUHVGHYHPVHU
FXPSULGRVVLPXOWDQHDPHQWH
115 Orientações Curriculares das Diversidades Educacionais
XPDVROXomRGHGLUHomRHFRQVWUXomRDDomRJRYHUQDPHQWDOVyVHH[HUFHXQD
H[DVSHUDomR GDV WHQV}HV QR DJUDYDPHQWR GDV FRQWUDGLo}HV GR VLVWHPD UXUDO
EUDVLOHLUROHYDQGRDLQTXLHWDomRDWRGDSDUWH>JULIRQRVVR@69.
$LQGDSRGHPRVHQFRQWUDUQDTXHOHGRFXPHQWRXPDFUtWLFDEDVWDQWHGLIXQGLGD
às Reformas de Base70 do Governo João Goulart; ainda que propusesse a reforma
DJUiULD R SUySULR SUHVLGHQWH HUD SURSULHWiULR GH YDVWDV iUHDV GH WHUUD QD IURQWHLUD
entre Brasil e Argentina. “Não poderia o Governo permitir que o problema de reforma
DJUiULD FRQWLQXDVVH VHQGR VLPSOHVPHQWH YHUEDOL]DGR SRU SROtWLFRV LQHVFUXSXORVRV
TXH QXP DFLQWH jV SUySULDV LGHLDV TXH SUHJDYDP DGTXLULDP LPHQVRV ODWLI~QGLRV´
>JULIRQRVVR@71.
$OpPGDVPRWLYDo}HVGHQDWXUH]DDJUtFRODHVRFLDOTXHDQWHFHGHUDPDSURPXOJD-
ção do Estatuto da Terra, devemos referir à questão atinente à salvaguarda da soberania
QDFLRQDO QD 5HJLmR GR &HQWURRHVWH DPHDoDGD QD yWLFD GDV HOLWHV QDFLRQDLV GHVGH
RVFRQÀLWRVGH7URPEDVH)RUPRVR73 e da atuação da *XHUULOKDGR$UDJXDLD. Ademais,
R GLVFXUVR FDSLWDQHDGR SUHGRPLQDQWHPHQWH SHOD F~SXOD GR ([pUFLWR %UDVLOHLUR WLQKD
QD 5HJLmR $PD]{QLFD XP IRFR GH SUHRFXSDomR EDVWDQWH IUHTXHQWH SURSRQGR TXH D
LQWHJUDomRGDUHJLmRQHXWUDOL]DULDRVULVFRVGHDPHDoDVH[WHUQDVTXHSDLUDYDP&RPR
pSRVVtYHOSHUFHEHUQmRSRXFDVYH]HVRH[pUFLWREUDVLOHLURGHXWRQVSUySULRVDHVVHV
FRQÀLWRV FXQKDQGRVH D H[SUHVVmR ³LQWHJUDU SDUD QmR HQWUHJDU´ SULQFLSDOPHQWH DSyV
DQR¿QDOGD*XHUULOKDGR$UDJXDLDTXHPDUFDXPDLQWHQVL¿FDomRGDVSROtWLFDVGH
integração da Amazônia.
O Estatuto da Terra
2(VWDWXWRGD7HUUDSRGHVHULGHQWL¿FDGRFRPRDSULPHLUDOHJLVODomRIXQGLiULDEUD-
VLOHLUDTXHLQFRUSRUDVLJQL¿FDWLYDVGLPHQV}HVDJUiULDVRXVHMDDSUHRFXSDomRGROHJLV-
ODGRUQmRHUDDSHQDVUHJXODPHQWDURDFHVVRjWHUUDSHUFHEHQGRVHXPDIRUWHLQWHQomR
GHDSDUWLUGDRUJDQL]DomRIXQGLiULDSRVVLELOLWDGDSHORLQVWLWXWRGHFRORQL]DomRTXHYHUH-
69
BRASIL, Mensagem Nº 556, de 26/10/1964.
70
5HIRUPDVGH%DVHHUDRQRPHGDGRjVSROtWLFDVGHWUDQVIRUPDomRQDHVWUXWXUDHFRQ{PLFDHVRFLDOSURSRVWDVSHOR
Governo João Goulart.
71
BRASIL, Mensagem Nº 556, de 26/10/1964.
72
BRASIL, Mensagem Nº 556, de 26/10/1964.
73
7URPEDVH)RUPRVRIRLXPLPSRUWDQWHPRYLPHQWRGHRULJHPDJUiULDRFRUULGRQDUHJLmRQRUWHGRHVWDGRGH*RLiV
GHD2FRQÀLWRHQYROYHXDJULFXOWRUHVVHPWHUUDHJULOHLURVWDQWRQRWHUUHQRGDOXWDSROtWLFDLQVWLWXFLRQDO
TXDQWRGDOXWDDUPDGDFRQWDQGRFRPIRUWHSUHVHQoDGR3DUWLGR&RPXQLVWD
Orientações Curriculares das Diversidades Educacionais 116
PRVDGLDQWHGHYHUVHLDLPSOHPHQWDUSROtWLFDVDJUiULDV74RXVHMDTXHFRQWHPSODVVHP
prioritariamente a questão produtiva.
(VFRODGH&DPSRHP&ROQL]D6('8&07
2(VWDWXWRGD7HUUDHVWiHVWUXWXUDGRHPTXDWURWtWXORVD'LVSRVLo}HV3UHOLPLQDUHV
E 'D 5HIRUPD$JUiULD F 'D 3ROtWLFD GH 'HVHQYROYLPHQWR 5XUDO G GDV 'LVSRVLo}HV
*HUDLVH7UDQVLWyULDV
WHVHDFLPDGHWXGRDSHUIHLWDRUGHQDomRGRVLVWHPDDJUiULRGR3DtVGHDFRUGRFRP
RVSULQFtSLRVGDMXVWLoDVRFLDOFRQFLOLDQGRDOLEHUGDGHGHLQLFLDWLYDFRPDYDORUL]DomRGR
WUDEDOKRKXPDQR´
$SyV HVWH EUHYH FHQiULR GD +LVWyULD $JUiULD %UDVLOHLUD QRV UHSRUWDPRV j UiSLGD
FRQWH[WXDOL]DomR GD (GXFDomR 5XUDO QR %UDVLO 1HVWD SHUVSHFWLYD QD KLVWyULD GD HGX-
FDomRKRXYH³XPDSROtWLFDHGXFDFLRQDOSUHRFXSDGDVREUHWXGRFRPDUHQWDELOLGDGHGRV
LQYHVWLPHQWRVHGXFDFLRQDLV´TXHUHVXOWRXQD³5HIRUPD8QLYHUVLWiULDGHHQD/HL
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HPRYLPHQWRVGHOXWDUHPSDUDDVPXGDQoDVHVWUXWXUDLVGDVRFLHGDGH(QTXDQWRLVVR
LQWHQFLRQDOPHQWHDXPHQWDYDDSURGXomRHRFDSLWDOLVPR
6HSRUXPODGRDKLVWyULDGDHGXFDomRUXUDOQR%UDVLOIRLQHJDGDDRVDJULFXOWRUHV
SRUDXVrQFLDGHSROtWLFDVS~EOLFDVSRURXWURVHFRQVWDWDWRGDXPDPRYLPHQWDomRHRU-
JDQL]DomRSRUSDUWHGDVVRFLHGDGHVFDPSHVLQDVVREUHWXGRQDVWUrV~OWLPDVGpFDGDV
GRVpFXOR;;QmRDSHQDVSRUXPDHGXFDomRUXUDOPDVSRUXPDHGXFDomRGRFDPSR
(VWDVOXWDVID]HPSDUWHGRFRQMXQWRGHLQLFLDWLYDVHDo}HVFRQWUDDFRQFHQWUDomRGDWHU-
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()$VQRHVWDGRGR(VStULWR6DQWRWUDEDOKDQGRFRPD3HGDJRJLDGD$OWHUQkQFLDQR
(QVLQR)XQGDPHQWDO$SHVDUGHWHUHPVXUJLGRQR¿QDOGRVDQRVQDGpFDGDGH
YmRVHH[SDQGLQGRHPDLVHVSHFL¿FDPHQWHHPLQLFLDVHDSULPHLUDH[SHULrQFLDGH
(VFROD)DPtOLD$JUtFRODGH(QVLQR0pGLR()$VGH(0
2VDQRVIRUDPPDUFDGRVSHODVFRQFHSo}HVHSUiWLFDVQHROLEHUDLVTXHWLQKDP
FRPRWHPDDVHJXLQWHH[SUHVVmR³VyDHGXFDomRSRGHVDOYDUR%UDVLO´FDPXÀDQGRRV
SUREOHPDVGDVRFLHGDGHTXHH[LJLDPPXGDQoDVHVWUXWXUDLV$VSURSRVWDVHGH¿QLo}HV
QRkPELWRHGXFDFLRQDOVHJXLUDPDVUHFRPHQGDo}HV³GHDJrQFLDV¿QDQFHLUDVLQWHUQDFLR-
QDLVHPHVSHFLDOGR%DQFR,QWHUQDFLRQDOSDUD5HFRQVWUXomRH'HVHQYROYLPHQWR%,5'
RX%DQFR0XQGLDOHR%DQFR,QWHUDPHULFDQRGH'HVHQYROYLPHQWR±%,'1HVWDPHVPD
GpFDGDD(GXFDomR%iVLFDGR&DPSRFRQTXLVWRXHVSDoRQD/'%_WUDWDGDQR
Artigo 28, que diz:
³1DRIHUWDGHHGXFDomREiVLFDSDUDDSRSXODomRUXUDORVVLVWHPDVGHHQVLQR
SURPRYHUmRDVDGDSWDo}HVQHFHVViULDVjVXDDGHTXDomRjVSHFXOLDULGDGHVGD
YLGDUXUDOHGHFDGDUHJLmRHVSHFLDOPHQWH,FRQWH~GRVFXUULFXODUHVHPHWRGR-
ORJLDVDSURSULDGDVjVUHDLVQHFHVVLGDGHVHLQWHUHVVHVGRVDOXQRVGD]RQDUXUDO
,,RUJDQL]DomRHVFRODUSUySULDLQFOXLQGRDGHTXDomRGRFDOHQGiULRHVFRODUjV
IDVHVGRFLFORDJUtFRODHjVFRQGLo}HVFOLPiWLFDV,,,DGHTXDomRjQDWXUH]DGR
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Orientações Curriculares das Diversidades Educacionais 118
(QWHQGHVH TXH HVWH DYDQoR QD OHJLVODomR IRL UHVXOWDQWH GD DUWLFXODomR GRV PR-
YLPHQWRVVRFLDLVHGRDF~PXORGDVYiULDVH[SHULrQFLDVWDLVFRPR3URMHWR,QDMi,H,,
7\E\VLUiQDUHJLmRGR$UDJXDLD(VFRODV5XUDLV3URGXWLYDVHP0DWR*URVVRRV&HQWURV
)DPLOLDUHVGH)RUPDomRSRU$OWHUQkQFLDDVHVFRODVGR0RYLPHQWR6HPWHUUD067HDV
UHLYLQGLFDo}HVHH[SHULrQFLDVHGXFDWLYDVGRPRYLPHQWRVLQGLFDOHQWUHRXWUDV
1R¿QDOGRVDQRVRVPRYLPHQWRVVRFLDLVGRFDPSRFRQVHJXHPDUWLFXODUHUHD-
OL]DUD,&RQIHUrQFLD3RUXPD(GXFDomR%iVLFDGR&DPSRHPMXOKRGHHP/X]L-
kQLD*R(VVDFRQIHUrQFLDUHVXOWRXQXPDDUWLFXODomRTXHYHLRFRQWULEXLUSDUDDFULDomR
HLPSOHPHQWDomRGHSROtWLFDVS~EOLFDVSDUDD(GXFDomRGR&DPSRHDDSURYDomRHP
SHOD&kPDUDGH(GXFDomR%iVLFDGR&RQVHOKR1DFLRQDOGH(GXFDomRGDV'LUH-
WUL]HV2SHUDFLRQDLVSDUDD(GXFDomR%iVLFDQDV(VFRODVGR&DPSR75. Nestas Diretrizes,
DLGHQWLGDGHGD(VFRODGR&DPSRp
'H¿QLGDSHODVXDYLQFXODomRjVTXHVW}HVLQHUHQWHVjVXDUHDOLGDGHDQFRUDQGRVH
QDWHPSRUDOLGDGHHVDEHUHVSUySULRVGRVHVWXGDQWHVQDPHPyULDFROHWLYDTXHVLQDOL]D
IXWXURVQDUHGHGHFLrQFLDHWHFQRORJLDGLVSRQtYHOQDVRFLHGDGHHQRVPRYLPHQWRVVR-
FLDLVHPGHIHVDGHSURMHWRVTXHDVVRFLHPDVVROXo}HVH[LJLGDVSRUHVVDVTXHVW}HVj
TXDOLGDGHVRFLDOGDYLGDFROHWLYDQRSDtV'LUHWUL]HV$UW3DUiJUDIR~QLFR
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FDomR H DR FDPSR WUDEDOKDGRUHV H WUDEDOKDGRUDV GR FDPSR HGXFDGRUDV H HGXFDGR-
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SDUDLPSODQWDUXPVLVWHPDHGXFDFLRQDODGHTXDGRjVQHFHVVLGDGHVGDVSRSXOD-
o}HVGRFDPSR2(VWDGREUDVLOHLURRPLWLXVH(1) na formulação de diretrizes
SROtWLFDVHSHGDJyJLFDVHVSHFt¿FDVSDUDDVHVFRODVGRFDPSRQDGR-
WDomR¿QDQFHLUDTXHSRVVLELOLWDVVHDLQVWLWXFLRQDOL]DomRHPDQXWHQomRGH
XPDHVFRODFRPTXDOLGDGHQDLPSOHPHQWDomRGHXPDSROtWLFDHIHWLYD
GHIRUPDomRLQLFLDOHFRQWLQXDGDHGHYDORUL]DomRGDFDUUHLUDGRFHQWHQR
FDPSR0(&6(&$'
75
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119 Orientações Curriculares das Diversidades Educacionais
A EDUCAÇÃO DO CAMPO
NO ESTADO DE MATO GROSSO
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EUDVLOHLURV&RPRD¿UPD5HFNHRXWURVSiJ
(P0DWR*URVVRHHPFHUWRVHQWLGRRFRUUHFRPPDLVLQWHQVLGDGHHPRXWURVHV-
WDGRVGR%UDVLOH[LVWHXPDPSORFRQVHQVRVREUHDVLWXDomRHRVSUREOHPDVGD
HGXFDomRGRFDPSRHTXHQRFDVRGH0DWR*URVVRDRIHUWDGHVVDPRGDOLGDGH
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SDUWHGDHVWUDWpJLDGH³SRYRDPHQWRGRVYD]LRVGHPRJUi¿FRV´XPDYH]TXHD
HVFRODUL]DomRMiDSDUHFLDFRPRUHLYLQGLFDomRGDVFODVVHVSRSXODUHV
&RPHVVDFDUDFWHUtVWLFDKLVWyULFDGHH[FOXVmRRVSRYRVGRFDPSRIRUDPDRVSRX-
FRVVHRUJDQL]DQGRHH[LJLQGRVHXVGLUHLWRVEHPFRPRDIRUPXODomRGHSROtWLFDVS~EOL-
FDVHODERUDGDVDSDUWLUGHVXDVUHDOLGDGHV1RHVWDGRGH0DWR*URVVR³SRGHVHREVHUYDU
RFUHVFLPHQWRGDRIHUWDGHPDWUtFXODQRHQVLQRIXQGDPHQWDOGHDHP
1R HQVLQR PpGLR KRXYH DXPHQWR GH QHVVH PHVPR SHUtRGR 1D PRGDOLGDGH
GHHGXFDomRGHMRYHQVHDGXOWRVGHDRFUHVFLPHQWRIRLGH´3ODQR
(VWDGXDOGH(GXFDomR(VWDGRGH0DWR*URVVR1RDQRGHKDYLDQRHVWDGRGH
Orientações Curriculares das Diversidades Educacionais 120
1HVWHFRQWH[WRVHVLWXDPRVWUDEDOKRVDVPRELOL]Do}HVRVHQFRQWURVHRVVHPLQi-
ULRVD¿PGHUHÀHWLUHWURFDUH[SHULrQFLDVGHSURSRVWDVSDUDDFRQVWLWXLomRGHSROtWLFDV
S~EOLFDVGH(GXFDomRGRFDPSRQRHVWDGRGH0DWR*URVVR
$QRVVDFDPLQKDGDVHHQUDt]DQRVDQRVVpFXORSDVVDGRTXDQGRPRYLPHQ-
WRVVRFLDLVVLQGLFDLVHDOJXPDVSDVWRUDLVSDVVDUDPDGHVHPSHQKDUSDSHOGHWHU-
PLQDQWHQDIRUPDomRSROtWLFDGHOLGHUDQoDVGRFDPSRHQDOXWDSHODUHLYLQGLFD-
omRGHGLUHLWRVQRDFHVVRjWHUUDiJXDFUpGLWRGLIHUHQFLDGRVD~GHHGXFDomR
HPRUDGLDHQWUHRXWUDV)RPRVHQWmRFRQVWUXLQGRQRYDVSUiWLFDVSHGDJyJLFDV
DWUDYpVGDHGXFDomRSRSXODUTXHPRWLYRXRVXUJLPHQWRGHGLIHUHQWHVPRYLPHQ-
WRVGHHGXFDomRQRFDPSRQRVGLYHUVRVHVWDGRVGRSDtV'RFXPHQWR)LQDOGD
,,&RQIHUrQFLD1DFLRQDOSRU8PD(GXFDomRGR&DPSR
(PQRYHPEURGHR&RQVHOKR(VWDGXDOGH(GXFDomRGH0DWR*URVVRDSUR-
YRXR3DUHFHUQ%VREUHDHGXFDomRGRFDPSRHHPDJRVWRGHSRUPHLRGD
5HVROXomRQHLQVWLWXLXDV'LUHWUL]HV2SHUDFLRQDLVSDUDD(GXFDomR%iVLFDGR
Campo no Sistema Estadual de Ensino de Mato Grosso.
2FDStWXORRQ]HGR3ODQR(VWDGXDOGH(GXFDomRpGHGLFDGRj(GXFDomRGR&DP-
SR,QLFLDOPHQWHQRGLDJQyVWLFRFRQVWDWDVHTXH
SDUWHGDSRSXODomRGRFDPSRpDWHQGLGDHPHVFRODVGD]RQDXUEDQDXWLOL]DQGR
WUDQVSRUWHHVFRODU(VWHIDWRpSUHMXGLFLDODRSURFHVVRGHHQVLQRDSUHQGL]DJHP
WHQGRHPYLVWDDGL¿FXOGDGHQDRIHUWDGHHIHWLYRWUDQVSRUWHWUDQVSRUWHGHTXD-
OLGDGHHDJUDQGHGLVWkQFLDSHUFRUULGDSHORHVWXGDQWHHQVHMDQGRVHXGHVJDVWH
ItVLFRHPHQWDO2XWURIDWRUDVHUFRQVLGHUDGRpTXHDH[LVWrQFLDGHWUDQVSRUWH
HVFRODUGHDOXQRVGRFDPSRSDUDDFLGDGHWUDQVFRUUHDRDYHVVRGDVSROtWLFDVGH
IRPHQWDomRGDFXOWXUDFDPSHVLQDGRSDtV
$VDXVrQFLDVGH(VFRODGR&DPSRHGHSROtWLFDHGXFDFLRQDOHVSHFt¿FDVmRWDPEpP
OHPEUDGDV SRLV QHVVH FRQWH[WR SHUFHEHVH KLVWRULFDPHQWH R ÀX[R PLJUDWyULR FDPSR-
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voltada para a sua realidade.
121 Orientações Curriculares das Diversidades Educacionais
A partir GHVWH³GLDJQyVWLFR´R3ODQR(VWDGXDOGH(GXFDomRDSUHVHQWDDVGLUHWUL]HV
SDUDD(GXFDomRGR&DPSRSDUDRHVWDGRGH0DWR*URVVRUHFRQKHFHQGRDGLYHUVLGDGH
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WDPEpPFRPDVGHPDQGDVHHVSHFL¿FLGDGHVGHFDGDUHJLmR&RPEDVHQLVVRDVVXPLX-
VHRFRPSURPLVVRGHSROtWLFDS~EOLFDGH(GXFDomRGR&DPSRUHVSHLWDQGR
R FDPSR FRPR XP HVSDoR GH YLGD H GH UHODo}HV YLYLGDV H DR PHVPR WHPSR
SURGXWR H SURGXWRU GH FXOWXUD WHQGR FRPR SULQFtSLRV RULHQWDGRUHV TXDOLGDGH
UHVSHLWRjVRUJDQL]Do}HVHDRVPRYLPHQWRVVRFLDLVHVHXVVDEHUHVGDLGHQWLGD-
GHHGDORFDOLGDGHGDFXOWXUDHGDIRUPDomRGRVVXMHLWRV
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R&RPLWr,QWHULQVWLWXFLRQDOGH(GXFDomRGR&DPSRIDWRTXHIRLSXEOLFDGRQR'LiULR2¿-
FLDOGR(VWDGRHP??FRPRREMHWLYRGHGLVFXWLUSURSRUDFRPSDQKDUHDYDOLDU
D(GXFDomR3~EOLFDQRHVWDGRGH0DWR*URVVR
Orientações Curriculares das Diversidades Educacionais 122
TEMÁTICAS PEDAGÓGICAS
(VFRODGR&DPSRHP&ROQL]D6('8&07
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QRYDSUi[LVHGXFDFLRQDO$OLDGRDHVWDpQHFHVViULRRH[HUFtFLRGDDXWRQRPLDHGDUHV-
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FRQVROLGDUDP GXUDQWH R SURFHVVR VyFLRKLVWyULFR SRLV D FRQVWUXomR VRFLDO GD UHEHOGLD
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SURFHVVRVRFLDOFRQWH[WXDOL]DGR6$1726SiJ
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UHLQYHQomRGHXPDSUD[LVHGXFDWLYDGR&DPSRYROWDGDjHPDQFLSDomRHOLEHUGDGHWDO-
123 Orientações Curriculares das Diversidades Educacionais
YH]YDOKDDSHQDFRPSUHHQGHURFRQKHFLPHQWRHPDQFLSDomRWUDWDGRSRU%RDYHQWXUD6
6DQWRVTXDQGRH[SOLFLWDTXH
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WRGHYHWUDGX]LUVHHPDXWRFRQKHFLPHQWRRGHVHQYROYLPHQWRWHFQROyJLFRGHYH
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OLGDGHVGHFULDo}HVUHFULDo}HVGHSUiWLFDVSHGDJyJLFDVHDRPHVPRWHPSRDSUHVHQWDU
GLiORJRVFRPXPDQRYDpWLFDGHPRGRDLQVWLJDUDVSRWHQFLDOLGDGHVGRVHGXFDQGRVSRLV
$QHFHVViULDSURPRomRGDLQJHQXLGDGHjFULWLFLGDGHQmRSRGHRXQmRGHYHVHU
IHLWDDGLVWkQFLDGHXPDULJRURVDIRUPDomRpWLFDDRODGRVHPSUHGDHVWpWLFD'H-
FrQFLDHERQLWH]DGHPmRVGDGDV>@QmRpSRVVtYHOSHQVDURVVHUHVKXPDQRV
ORQJHVHTXHUGDpWLFDTXDQWRPDLVIRUDGHOD(VWDUORQJHRXSLRUIRUDGDpWLFD
HQWUHQyVPXOKHUHVHKRPHQVpXPDWUDQVJUHVVmReSRULVVRTXHWUDQVIRUPDU
DH[SHULrQFLDHGXFDWLYDHPSXURWUHLQDPHQWRWpFQLFRpDPHVTXLQKDURTXHKi
GHIXQGDPHQWDOPHQWHKXPDQRQRH[HUFtFLRHGXFDWLYRRVHXSURFHVVRIRUPDGRU
(FREIRE, 1996, pág. 36-37).
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SDXWDGDVQDpWLFDHHVWpWLFDSHODFRQVWUXomRGHRXWURPXQGRSRVVtYHOSRLVDFUHGLWDPRV
TXHPXLWRVVmRRVSURFHGLPHQWRVTXHXPHGXFDGRUSRGHFULDUSDUDSURYRFDURVVHXV
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SRULVVRLVHQWRGHFySLDHGRPHVWLFDomR
A Construção da Cidadania
$ FRQVWUXomR GD FLGDGDQLD p XP SURFHVVR DEHUWR H SHUPDQHQWH TXH HQYROYH GL-
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$VVLPDFLGDGDQLDQmRpDOJRGDGRHDFDEDGRH[LJHOXWDSHUPDQHQWHTXHHPSUHHQGH
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KLVWRULFDPHQWH IRUDP GHL[DGRV j PDUJHP GDV SROtWLFDV S~EOLFDV QR HQWDQWR WHFHUDP
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(VWHVVmRRVUHVSRQViYHLVGLUHWRVSHODDomRFRQVWLWXWLYDGD(GXFDomRGR&DPSR
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SRYRGRFDPSRSRLVDRUJDQL]DomRGRWUDEDOKRHGXFDWLYRQmRSRGHSUHVFLQGLUGDUHDOL-
]DomRGHSURMHWRVSHGDJyJLFRVTXHFRQVLGHUDPVXDVUHDOLGDGHV2LPSRUWDQWHpLQVHULU
RFDPSRFRPRHOHPHQWRDUWLFXODGRUGRWUDEDOKRYLQFXODGRDXPDSURSRVWDGHSURGXomR
GHVXDH[LVWrQFLDTXHHQJOREDDSURGXomRGHDOLPHQWRVDVPDQLIHVWDo}HVFXOWXUDLVD
HFRQRPLDHDYLGDVRFLDO2VHOHPHQWRVDUWLFXODGRUHVGHVVDVDWLYLGDGHVYmRGHPRQVWUDU
DYLQFXODomRHQWUHFRPXQLGDGHHHVFRODURPSHQGRFRPSRVLFLRQDPHQWRVGRJPiWLFRVH
IRUWDOHFHQGRRGLiORJRFRPRXWURVHVSDoRVHLQVWkQFLDVVRFLDLV
Orientações Curriculares das Diversidades Educacionais 124
3DUDWDOSURSRPRVUHÀH[}HVTXHSHUSDVVDPDVYiULDViUHDVGHFRQKHFLPHQWRH
TXHUHD¿UPDPRSULQFtSLRGDFLGDGDQLDUHVSHLWDQGRDVVLQJXODULGDGHVGRVSRYRVGRFDP-
SRTXHSRGHPVHUFRQWHPSODGDVQDSUiWLFDSHGDJyJLFDFRPRD¿UPDomRGRVGLUHLWRV
KXPDQRVTXHFRPSUHHQGHRDFHVVRDRFUpGLWRDVVLVWrQFLDWpFQLFDHMXUtGLFDWUDQVSRUWH
HHVFRDPHQWRGHSURGXomRFRPHUFLDOL]DomRVD~GHHSUHYHQomRHGXFDomRPRUDGLD
VDQHDPHQWREiVLFRFRPEDWHHHUUDGLFDomRGRWUDEDOKRHVFUDYRHLQIDQWLOHVWXGRHUHÀH-
[mRVREUHRHVWDWXWRGDFULDQoDPXOKHUHLGRVRHQWUHRXWURV$OpPGDVSURSRVLo}HVGHV-
FULWDVD(GXFDomRGR&DPSRQHFHVVLWDSURSRUFLRQDUDRVVXMHLWRVGRFDPSRFRQGLo}HV
GH DFHVVR jV WHFQRORJLDV GH LQIRUPDomR H FRPXQLFDomR GRQR FDPSR 1HVWH VHQWLGR
VDOLHQWDVHDQHFHVVLGDGHGHFRQKHFHUHHIHWLYDUDV'LUHWUL]HV2SHUDFLRQDLVH1RUPDWL-
YDVFRQVWUXtGDVSHORV&RQVHOKRVGH(GXFDomR1DFLRQDO(VWDGXDOH0XQLFLSDOQRTXH
VHUHIHUHj(GXFDomRGR&DPSRHQWUHRXWUDVLQLFLDWLYDVGHSUiWLFDVHGXFDWLYDV
eUHOHYDQWHWDPEpPTXHRSURMHWRHGXFDWLYRGD(VFRODGR&DPSROHYHHPFRQVLGH-
UDomRRWUDEDOKRFROHWLYRWDQWRFRPXQLWiULRFRPRHVFRODUD¿UPDQGRRDVVRFLDWLYLVPRHR
FRRSHUDWLYLVPRFRPRSURFHVVRVHPEULRQiULRVGDVRFLRHFRQRPLDVROLGiULD(VWDSHUVSHF-
WLYDFRQWUDS}HDRVSULQFtSLRVGDVRFLHGDGHFDSLWDOLVWDTXHVHSDXWDQDFRPSHWLomRQR
LQGLYLGXDOLVPRQRXWLOLWDULVPRQRPHUFDQWLOLVPR QRLPHGLDWLVPRHQRDF~PXORGHEHQV
WHUUDSRGHUGLQKHLURQRQmRUHFRQKHFLPHQWRGRRXWUR
(VFRODGR&DPSR5LRGRV3HL[HV6('8&07
Terra e Trabalho
$WHPiWLFDGDWHUUDQRVUHPHWHDXPDUHWRPDGDKLVWyULFDGDFRQVWLWXLomRGRSRYR
EUDVLOHLUR QR TXH FRQFHUQH j UHDOLGDGH GD YLGD QR FDPSR H DR SURFHVVR KLVWyULFR GH
FRQVWLWXLomR GD RFXSDomR GH WHUUDV QR %UDVLO ,QLFLDOPHQWH WHPVH D WRPDGD GD WHUUD
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3RVWHULRUPHQWHKRXYHWRGRXPSURFHVVRGHQHJDomRGDWHUUDDRVQHJURVYLQGRVFRPR
125 Orientações Curriculares das Diversidades Educacionais
HVFUDYRV GD ÈIULFD ( SRU ¿P D QHJDomR GD WHUUD DRV SRVVHLURV H WUDEDOKDGRUHV SRU
PHLRGD/HLGH7HUUDVTXHOHJLWLPDYDDSRVVHGDWHUUDSRULQWHUPpGLRGDFRPSUD
$FHQWXRXVHDVVLPQmRDGLPHQVmRGRWUDEDOKRHGDSHUWHQoDjWHUUDPDVGDFRPSUDH
GRVQHJyFLRVGDWHUUD$VVLPD/HLGH7HUUDVGHOHJLWLPRXXPDPDQHLUDGHDSUR-
priação da terra que se ampliou na realidade brasileira.
$FRQFHSomRGHVWDWHPiWLFDWHUUDHWUDEDOKRSRVVLELOLWDjHVFRODRGLiORJRHQWUH
DVFLrQFLDVHRVVDEHUHVHQWUHODoDPHQWRTXHFRQWULEXLSDUDTXHRVVXMHLWRVTXHYLYHP
QRFDPSRSRVVDPHQWHQGHUHSHUFHEHUDGLQkPLFDGDUHDOLGDGHGDWHUUDDVFDUDFWH-
UtVWLFDV GDV SROtWLFDV DJUiULDV H DJUtFRODV QR %UDVLO QR HVWDGR GH 0DWR *URVVR H QD
VXDUHJLmR,VVRFRQWULEXLSDUDFRPRHQWHQGLPHQWRGHFRPRVHGHXDSURSULHGDGHGD
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OXWDVHSURGXomRFRQVWDQWHVGHPiUWLUHVQXPEDODQoRGLQkPLFRGHDYDQoRVHUHFX-
RVPDUFDPHFRPSURYDPRSURWDJRQLVPRGHVVHSRYRSHOD(GXFDomRQRGR&DPSR
$OpPGLVVRDVLVWHPDWL]DomRGHVVDVDSUHQGL]DJHQVSRGHUiMXQWRFRPHVWDWHPiWLFD
GDWHUUDDSURIXQGDUDGLPHQVmRGRWUDEDOKRHQWHQGLGRFRPRWRGDDWLYLGDGHKXPDQD
FDSD]GHSURWHJHUDQDWXUH]DHUHVVLJQL¿FDURVVHQWLGRVGRVHUKXPDQRDUHVSHLWRGD
valoração da vida.
$(VFRODGR&DPSRQHVWHSURFHVVRFRQVWLWXWLYRGHDSUHQGL]DJHQVDMXGDUiWDP-
EpPRVHGXFDQGRVDFRPSUHHQGHUHPDVDWLYLGDGHVKXPDQDVSURGXWLYDVGHVHQYROYL-
GDVSHORVSRYRVGRFDPSR 6HSHQVDGDQHVWDGLQkPLFDRVVDEHUHVFRQVWUXtGRVQXPD
HVFRODTXHVHDVVHQWDQRVSULQFtSLRVGD(GXFDomRGR&DPSRSRGHUmRDPSOLDURVFR-
QKHFLPHQWRVGRVHGXFDQGRVHGXFDGRUHVD¿PGHTXHSRVVDPUHVSRQGHUjVVHJXLQWHV
LQGDJDo}HV
Orientações Curriculares das Diversidades Educacionais 126
&RPRFRQVWUXLUXPDHGXFDomRGHTXDOLGDGHQRFDPSRGHVFRODGDGRPRYLPHQWR
VRFLDOGHOXWDSHODYLGDSHORWUDEDOKRQDWHUUDHDOKHLDDRVYDORUHVFXOWXUDLVGD
IDPtOLDFDPSRQHVD"
&RPRVHGiRWUDEDOKRQDVRFLHGDGHFDSLWDOLVWDWDQWRQRFDPSRTXDQWRQDFLGD-
GH"(HPRXWURVPRGRVGHSURGXomR"
eSRVVtYHOIRUMDUSHORWUDEDOKRJUXSRVFRPXQLGDGHVHVRFLHGDGHVPDLVVROLGiULDV
HSURWDJRQLVWDVGRFDOGRGHFXOWXUDVH[LVWHQWHV"
&RPRRVVHUHVKXPDQRVTXHYLYHPQRFDPSRVHRUJDQL]DPSDUDUHDOL]DURWUD-
EDOKR"3RGHPPHOKRUDU"(PTXHVHQWLGR"
4XDODUHODomRTXHKiHQWUHRWUDEDOKRDWHUUDHRFDSLWDO"
2V SRYRV GR FDPSR VmR LGHQWL¿FDGRV FRPR DFDPSDGRV DUUHQGDWiULRV DVVDOD-
ULDGRVUXUDLVDVVHQWDGRVFRPXQLGDGHVFDPSRQHVDVFRPXQLGDGHVQHJUDVUXUDLVLQGt-
JHQDVH[WUDWLYLVWDVPHHLURVSHTXHQRVDJULFXOWRUHVSHVFDGRUHVSRVVHLURVSRYRVGDV
ÀRUHVWDVTXLORPERODVUHDVVHQWDGRVDWLQJLGRVSRUEDUUDJHQVULEHLULQKRVHFRPXQLGDGHV
WUDGLFLRQDLVHQWUHRXWURV
1DKLVWyULDGRSRYREUDVLOHLURHQRHVWDGRGH0DWR*URVVRSRGHPVHULGHQWL¿FDGDV
YiULDVIRUPDVGHOXWDVSHODSRVVHHWtWXORGDWHUUDEHPFRPRSHODVOLQKDVGHFUpGLWR
HVFRDPHQWRGHSURGXomRHGLUHLWRjVD~GHHHGXFDomRGHTXDOLGDGHHQWUHRXWUDVGH-
VHQYROYLGDVSRURUJDQL]Do}HVVRFLDLVFRPR9LD&DPSHVLQD067±0RYLPHQWRGRV7UD-
balhadores Rurais Sem-terra; CPT- Comissão Pastoral da Terra; MAB – Movimento dos
Atingidos por Barragens; MMC - Movimentos das Mulheres Campesinas; PJR – Pastoral
GD-XYHQWXGH5XUDORUJDQL]Do}HVGHGRFHQWHVHGLVFHQWHVGHXQLYHUVLGDGHVS~EOLFDV
HRXWURV$OpPGDUHVLVWrQFLDWHLPRVLDRVSRYRVGRFDPSRFULDPHVWUDWpJLDVGHVREUH-
YLYrQFLDQROXJDUTXHHVFROKHUDPSDUDYLYHUFRPRIRUPDGHVHGHVYHQFLOKDUGRSRGHU
KHJHP{QLFRGRFDSLWDOLVPRFRPRD¿UPD0LFKHOGH&HUWHDX
'HVWDIRUPDpSUHFLVRFRQKHFHUUHFRQKHFHUUHVVLJQL¿FDUUHVSHLWDUHUHD¿UPDUD
GLYHUVLGDGHVRFLRFXOWXUDOGRVSRYRVTXHYLYHPQRFDPSR2WHQFLRQDPHQWRSHUPDQHQWH
HLQWHQFLRQDOGHSURPRYHUDHURVmRVRFLRFXOWXUDOFRQVWLWXLKRMHQmRVyGHVD¿RPDVWDP-
127 Orientações Curriculares das Diversidades Educacionais
EpPXUJrQFLDSHGDJyJLFD3RUWDQWRpHVVHQFLDOYDORUL]DURVHQWLPHQWRGHSHUWHQFLPHQWR
FRPRIXQGDPHQWRGHH[LVWrQFLDGDVLGHQWLGDGHVGDSRSXODomRFDPSRQHVDHYLGHQFLDUD
FUHQoDVXEMHWLYDGHXPDRULJHPFRPXPTXHXQHGLVWLQWRVLQGLYtGXRVTXHSHQVDPFRPR
PHPEURVGHXPDFROHWLYLGDGHSHUFHEHUFRPRRVHQWLPHQWRGHSHUWHQFLPHQWRVHPD-
QLIHVWDHSRGHVHUUHFRQKHFLGRQDIRUPDFRPRRJUXSRGHVHQYROYHVXDVDWLYLGDGHVGH
SURGXomRPDQXWHQomRHDSURIXQGDPHQWRGDVGLIHUHQoDVUHVVLJQL¿FDUVXDVUHODo}HVVR-
FLDLVFRPSUHHQGHQGRDVXWLOH]DGDYLGDQDVPDLVGLIHUHQFLDGDVGLPHQV}HV0D[:HEHU
DSDUWLUGR³VHQWLGRGHSHUWHQFLPHQWR´GHVHQYROYHXPDFRPSUHHQVmRGDGLYHUVLGDGHFXO-
WXUDO(VWDpUHFRQKHFLGDQDPHGLGDHPTXHVHFRQIURQWDFRPXPD³VROLGDULHGDGHpWQLFD´
FRP HOHPHQWRV H[WHUQRV HVWDEHOHFHQGR XPD RSRVLomR RX DWp PHVPR XP GHVSUH]R
SHORTXHpGLIHUHQWHGHFRUUHQGRGHVVHRHPEDWHHQWUHR³QyV´HRV³RXWURV´RVHQWLGR
de unidade grupal.
6HJXQGR:HEHUDFRPXQLGDGHVHDXWRGH¿QHHHVWDEHOHFHDVVXDVIURQWHLUDVEHP
FRPRHVWDEHOHFHPHLRVGHGLIHUHQFLDomRWDQWRLQWHUQDFRPRH[WHUQD2VFRVWXPHVTXH
HVVDFRPXQLGDGHpFDSD]GHJHUDUSRGHPJDUDQWLUDVXDVREUHYLYrQFLDHUHSURGXomR
:HEHUGHQRPLQDDGH³FRPXQLGDGHSROtWLFD´RXVHMDHVWiYROWDGDSDUDDDomRSDUWL-
OKDQGRYDORUHVFRVWXPHVXPDPHPyULDFRPXPFULDQGRXPD³FRPXQLGDGHGHVHQWLGR´
LQGHSHQGHQWHPHQWHGHODoRVVDQJXtQHRVQDTXDOKiXP³VHQWLPHQWRGHSHUWHQFLPHQWR´
$VHQVDomRGH³SHUWHQFLPHQWR´VLJQL¿FDTXHSUHFLVDPRVQRVVHQWLUFRPRSHUWHQFHQWHV
DWDOOXJDUHDRPHVPRWHPSRVHQWLUTXHHVVHWDOOXJDUQRVSHUWHQFHHTXHDVVLPDFUH-
ditamos que podemos interferir e, mais do que tudo, que vale a pena interferir na rotina
e nos rumos desse lugar.
8PH[HPSORGDPDQLIHVWDomRGDVHQVDomRGHSHUWHQFLPHQWRpDDomRGDVFRPX-
QLGDGHVWUDGLFLRQDLVGHWHQWRUDVGHVDEHUHVQDWXUDLVWUDQVPLWLGRVRUDOPHQWHGHJHUDomR
DJHUDomRFRPRRVJUXSRVUHPDQHVFHQWHVGRVTXLORPERVSRSXODo}HVULEHLULQKDVFDP-
SRQHVHVHtQGLRVeRTXHVHWHVWHPXQKDQRVSURFHVVRVSHODFULDomRHPDQXWHQomRGH
Unidades de Conservação Ambiental, uma vez que seus saberes e modo de vida foram
REWLGRV H GHVHQYROYLGRV QHVVH OXJDU FXMDV FRQGLo}HV H SHFXOLDULGDGHV DSUHQGHUDP D
UHVSHLWDUGHIRUPDDSHUPLWLUDFRQWLQXLGDGHGDYLGDHGDVRFLRELRGLYHUVLGDGHGDUHJLmR
3RURXWURODGRHVVHVHQWLPHQWRGHSHUWHQFLPHQWRWHPUHODomRFRPDQRomRGHSDU-
WLFLSDomR1DPHGLGDHPTXHRJUXSRVHVHQWHDWRUGDDomRHPFXUVRRTXHIRUVHQGR
FRQVWUXtGRGHIRUPDSDUWLFLSDWLYDGHVHQYROYHUiDFRUUHVSRQVDELOLGDGHSHUWHQFHQGRRV
UHVXOWDGRVDWRGRVGHVVHJUXSRSRLVFRQWHUmRXPSRXFRGHHVIRUoRGHFDGDXP
$LPSRUWkQFLDGHUHÀH[mRGHHVWXGRHGHSHVTXLVDVREUHHVVHVFRQFHLWRVH[LJH
D DPSOLDomR GR GHEDWH WHyULFR DVVLP FRPR D LQRYDomR GDV SUiWLFDV HGXFDWLYDV SDUD
GDUVXSRUWHHIHWLYRjVFRPXQLGDGHVWUDGLFLRQDLVFRPRLQGtJHQDVTXLORPERODVHFDP-
SRQHVHVSDUDD¿UPDomRGHVXDVDQFHVWUDOLGDGHVHGHUHVWDEHOHFLPHQWRGHHQGHUHoR
H GH YLVLELOLGDGH GH IDFHV GHVVHV VXMHLWRV 1HVVH VHQWLGR QRV GRFXPHQWRV VXEVFULWRV
SHOD FRPXQLGDGH LQWHUQDFLRQDO FRPR D &RQYHQomR GD 2UJDQL]DomR ,QWHUQDFLRQDO
GR7UDEDOKR2,7VmRLQGLFDGDVIRUPDVGHSURWHomRGHVVDVFRPXQLGDGHV(PVHXVYi-
ULRVGLVSRVLWLYRVDUWDOtQHDDUWD¿UPDTXHHVVDVFRPXQLGDGHVYXOQHUiYHLVWrP
GLUHLWRGHFRQVHUYDUVHXVFRVWXPHVHWUDGLo}HVHQRTXHVHUHIHUHjWHUUDHVWDEHOHFH
TXHRVJRYHUQRVGHYHPUHVSHLWDUDHVSHFLDOLPSRUWkQFLDGDTXDOVHUHYHVWHPDVWHUUDV
Orientações Curriculares das Diversidades Educacionais 128
RXWHUULWyULRVSDUDDFXOWXUDHRVYDORUHVHVSLULWXDLVGRVSRYRVLQGtJHQDVSRUH[HPSORH
VREUHWXGRGHVWDFDRDVSHFWRFROHWLYRGDUHODomRFRPDWHUUDTXHQmRpYLVWDWmRVRPHQWH
FRPRSDWULP{QLRHFRQ{PLFR
1D3DUWH,,GDPHVPD&RQYHQomRTXHYHUVDVREUHRWHPD7HUUDQRDUW¿FDFOD-
URTXHGHYHDLQGDKDYHUSURWHomRDHVVHVSRYRVLQFOXVLYHQRTXHVHUHIHUHDRDFHVVRD
WHUUDVTXHQmRVmRRFXSDGDVH[FOXVLYDPHQWHSRUHOHVH[DWDPHQWHTXDQGRWrPDFHVVRD
WDLViUHDVSRUIRUoDGHVXDVDWLYLGDGHVWUDGLFLRQDLVHGHVXEVLVWrQFLD$LQGDGiHVSHFLDO
rQIDVHQHVVHDVSHFWRDRVSRYRVQ{PDGHVHGHDJULFXOWRUHVLWLQHUDQWHV
$&RQYHQomRGD2,7FXLGDDLQGDGDSUHVHUYDomRGRVGLUHLWRVGRVSRYRVPLQR-
ULWiULRVFXMDVFXOWXUDVHWUDGLo}HVLPSOLTXHPHPH[SORUDomRGHUHFXUVRVQDWXUDLVSUHYHQ-
GRDJDUDQWLDQDVXDSDUWLFLSDomRHPFDVRGHXWLOL]DomRGHVVHVUHFXUVRV(PUHVSHLWR
DRVHQWLPHQWRGHSHUWHQFLPHQWRHVWiSUHYLVWRQDUHIHULGD&RQYHQomRQDKLSyWHVHGH
KDYHUQHFHVVLGDGHGHGHVORFDPHQWRGDFRPXQLGDGHRTXHVyVHDGPLWHHPFDVRVH[-
FHSFLRQDLVRGHYHUGHVHUSUHVHUYDGRRGLUHLWRGHSDUDOiUHWRUQDURXHPFDVRGHWRWDO
LPSRVVLELOLGDGHGHUHWRUQRGHYHPVHUJDUDQWLGDVWHUUDVHPTXDOLGDGHHHVWDWXWRMXUtGLFR
LJXDLVSDUDTXHQmRSHUFDPVHXVUHIHUHQFLDLVGHLGHQWLGDGHJDUDQWLQGRVHDVVLPVXD
preservação e desenvolvimento.
2SURFHVVRGHJOREDOL]DomRWHPVHH[SDQGLGRHGHVFDUDFWHUL]DGRULFDVFXOWXUDVPHU-
FDQWLOL]DQGRUHODo}HVDQWHVDSRLDGDVQDYLGDFRPXQLWiULDQDJUDWXLGDGHHQDVWURFDVDIHWL-
YDVHVLPEyOLFDV2VPRYLPHQWRVVRFLDLVHDVIRUWHVLGHQWLGDGHVORFDLVWrPFULDGRXPFDP-
SRGHUHDSURSULDomRHUHHODERUDomRFXOWXUDO(QWHQGHPRVTXHQRORFDOHVWiDHVVrQFLD
HQRJOREDODDSDUrQFLDFRPGL]RSURI0LOWRQ6DQWRV$YDORUL]DomRGDVUDt]HVHWQLDV
UHOLJL}HVPDQLIHVWDo}HVFXOWXUDLVH[SUHVV}HVDUWtVWLFDVHGDKLVWyULDFRPSDUWLOKDGDGHYH
VHUDEDVHVREUHDTXDOVHHVWUXWXUDPRVSURFHVVRVLGHQWLWiULRV,VVRWXGRSHUPLWHHYLWDUR
HWQRFHQWULVPRHHVWLPXODUDDEHUWXUDGHFDGDFXOWXUDSDUDRXWUDVPDWUL]HVFXOWXUDLV
(VFRODGR&DPSRHP&ROQL]D6('8&07
129 Orientações Curriculares das Diversidades Educacionais
Sociedades Sustentáveis
$VXVWHQWDELOLGDGHHFRQ{PLFDHVWiPXLWROLJDGDDRGHVHQYROYLPHQWRGHDWLYLGDGHV
SURGXWLYDVVHMDQDSURGXomRGHDOLPHQWRVQDJHUDomRGHUHQGDQRVVLVWHPDVGHWURFD
RXGHFRPHUFLDOL]DomR2VSRYRVGRFDPSRIUHTXHQWHPHQWHVmRVROLGiULRVHWUDEDOKDP
GHPDQHLUDFRRSHUDWLYDGHPRGRTXHVHDVVHPHOKDj FRQVWUXomRGDVDWXDLVUHGHVGH
VRFLRHFRQRPLD VROLGiULD 1HVWD SHUVSHFWLYD DV HVFRODV SRGHP FRQWULEXLU SDUD DPSOLDU
HVVDVUHODo}HVTXHDSURIXQGDPHLQWHJUDPRVGLYHUVRVVDEHUHV
$VXVWHQWDELOLGDGHHFROyJLFDQXPDYLVmRFDSLWDOLVWDEXVFDVHDSURSULDUGDQDWX-
UH]DRUJDQL]DUDSURGXomRHHVWLPXODUDFRPSHWLWLYLGDGHPDVDQXODQGRRVSULQFtSLRV
pWLFRV H HVWpWLFRV$ FRPHUFLDOL]DomR YLVWD QHVVH SULVPD WHP VH UHYHODGR GHVWUXLGRUD
GHVLJXDO LQMXVWD LQYLiYHO H H[FOXGHQWH 3RUWDQWR p QHFHVViULD XPD SUiWLFD HGXFDWLYD
TXH IRUWDOHoD D UHODomR LQGLVVRFLiYHO HQWUH VHU KXPDQRQDWXUH]D TXH FRPSUHHQGH DV
LGHQWLGDGHVTXHHQIUHQWDRVFRQÀLWRVHDVVLPHWULDV
$GLPHQVmRVRFLRSROtWLFDGDVXVWHQWDELOLGDGHHVWiGLUHWDPHQWHOLJDGDjVROLGDULHGD-
GHGRVSRYRVGRFDPSRDRIRUWDOHFLPHQWRGRVODoRVVRFLDLVH[LVWHQWHVHHPFRQVWUXomR
EHPFRPRDRH[HUFtFLRGDGHPRFUDFLDHGDSDUWLFLSDomRIRUWDOHFHQGRDVOXWDVHDVRU-
JDQL]Do}HVGRVSRYRVGRFDPSRURPSHQGRFRPDVFRQFHSo}HVHSUiWLFDVDXWRULWiULDV
GHVLJXDLVHFHQWUDOL]DGRUDVQDVUHODo}HVHQWUHRFDPSRHDFLGDGH2VSURJUDPDVGH
6RFLRHFRQRPLD 6ROLGiULD EXVFDP KRMH HVWUHLWDU DV UHODo}HV FLGDGHFDPSR QR VHQWLGR
GH SURSRUFLRQDU PHOKRU SDUWLFLSDomR GRV FDPSRQHVHV QRV SUHoRV ¿QDLV GRV SURGXWRV
HWRUQDUPDLVDFHVVtYHLVRVSURGXWRVGRFDPSRSDUDRVXUEDQRVPDLVFDUHQWHV Hoje,
EXVFDVH DOpP GLVVR R HVWUHLWDPHQWR GDV UHODo}HV FDPSRFLGDGH QXPD SHUVSHFWLYD
horizontal e de equidade.
&RQVLGHUDQGRHVVDVSURSRVLo}HVTXHQRVLQFLWDPDRGLiORJRHjLQYHQomRFRQ-
YLGDPRVjPDWHULDOL]DomRGHVRFLHGDGHVVXVWHQWiYHLVTXHUHVSHLWHPWRGDVDV formas
GH YLGD H R PHLR H[LVWHQWH QR HFR KDELWDW OXJDU FDVD FRPXP$ERUGDU ³VRFLHGDGHV
VXVWHQWiYHLV´ QmR p R PHVPR TXH GLVFRUUHU VREUH GHVHQYROYLPHQWR VXVWHQWiYHO SRLV
QmRVHWUDWDDSHQDVGHRSRVLo}HVVHPkQWLFDVPDVGHRSRVLo}HVLGHROyJLFDVGHSRVL-
FLRQDPHQWRSROtWLFR2VFRQFHLWRVGH³GHVHQYROYLPHQWRVXVWHQWiYHO´KRMHDGRWDGRSHODV
HOLWHVVHDUWLFXODPQDFRQWUDPmRGD(GXFDomR$PELHQWDOHSRUWDQWRGD(GXFDomRGR
&DPSRPDUFDGDPHQWHDSDUWLUGRODQoDPHQWRGD³(GXFDomRSDUDRGHVHQYROYLPHQWR
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Orientações Curriculares das Diversidades Educacionais 130
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ULRVGRVSRYRVGRFDPSR
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pág. 11), quando aborda que são maneiras de “desvelar as possibilidades, não importam
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Orientações Curriculares das Diversidades Educacionais 132
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133 Orientações Curriculares das Diversidades Educacionais
REFERÊNCIAS BIBLIOGRÁFICAS
%2))/HRQDUGR6DEHUFXLGDU6mR3DXOR9R]HV
CNE. Diretrizes Operacionais para a Educação Básica nas Escoas do Campo. Re-
VROXomRQGHGHDEULOGH&kPDUDGH(GXFDomR%iVLFDGR&RQVHOKR1DFLRQDO
GH(GXFDomR
CUNHA, Luiz Antônio. Ensino Médio e Ensino Técnico na América Latina: Brasil, Ar-
JHQWLQDH&KLOH5LRGH-DQHLUR)/$&62%UDVLO7H[WRQmRSXEOLFDGR
'RFXPHQWR)LQDOGD,&RQIHUrQFLD1DFLRQDOGH(GXFDomRGR&DPSR/X]LkQLD
'RFXPHQWR)LQDOGD,,&RQIHUrQFLD1DFLRQDOGH(GXFDomRGR&DPSR/X]LkQLD
_____. Pedagogia da autonomia QRYRV VDEHUHV SDUD D SUiWLFD SHGDJyJLFD 5LR GH
Janeiro: Paz e Terra, 1996.
_____. Educação como prática da liberdade. Rio de Janeiro: Paz e Terra. 2006.
Orientações Curriculares das Diversidades Educacionais 134
*$'277,0RDFLU3HGDJRJLDGD7HUUD6mR3DXOR,QVW3DXOR)UHLUH
.2//,1*(GJDU-RUJH1(5<,UPmR,VUDHO-RVp02/,1$0{QLFD&DVWDJQDPor Uma
Educação Básica do Campo. Vol. 1. Brasília: Fundação Universidade de Brasília, 1999,
98 págs.
_____. Os sete saberes necessários à educação do futuro. 8ª ed. São Paulo: Cortez,
2003.
_____. A religação dos saberes R GHVD¿R GR VpFXOR ;;, 5LR GH -DQHLUR %HUWUDQG
Brasil, 2002.
HGXFDomRDPELHQWDODOLDGDjSRpWLFDVXUUHDOLVWD3XEOLFDGRQRVDQDLVGD5(%($5LRGH
Janeiro, 2009.
QUEIROZ, João Batista Pereira de. Construção das Escolas Famílias Agrícolas no
Brasil.(QVLQR0pGLRH(GXFDomR3UR¿VVLRQDO%UDVtOLD8Q%7HVH'RXWRUDGR±
Universidade de Brasília.
RECK, Jair. (org.). Novas Perspectivas para Educação do Campo em Mato Grosso.
&RQWH[WRV5(VLJQL¿FDQGRDDSUHQGL]DJHPHDYLGD6HGXF07
³$D¿UPDomRGDLGHQWLGDGHQDVFRPXQLGDGHVTXLORPERODV
SDVVDSHORYDORUGDWHUUDHSHODHVSHFL¿FLGDGH
de suas expressões culturais”.
*OyULD0RXUD
139 Orientações Curriculares das Diversidades Educacionais
Introdução
Da mesma forma que outras partes do país, em Mato Grosso os quilombos foram
FRQVWLWXtGRVGHYDULDGDVIRUPDVHSHUtRGRVKLVWyULFRV$WXDOPHQWHDVUHLYLQGLFDo}HVGDV
FRPXQLGDGHVSRUGLUHLWRVVRFLDLVHVWmRSUHVHQWHVQRGLDDGLDGRVLQWHJUDQWHVGHVVHV
WHUULWyULRVGHQWUHRVTXDLVGHVWDFDVHDHGXFDomR
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PXQLFtSLRGH1RVVD6HQKRUDGR/LYUDPHQWR07pXPH[HPSOR'XUDQWHDSULPHLUDUHX-
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/DXUD±&RPXQLGDGH5LEHLUmR0XWXFD
Orientações Curriculares das Diversidades Educacionais 140
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tável desses grupos.
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Conceituações de Quilombo
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SHFL¿FLGDGHTXLORPERODGHYHPRVFRQFHLWXDURWHUPRTXLORPER(VWHpGHRULJHPDIULFDQD
que deriva do quicongo ou quimbundoFRPFRQRWDo}HVGHVRFLHGDGHJUXSRRXH[pUFL-
toTXHpUHODWLYRDXQLmR1RDQWLJR&RQJR$QJRODRWHUPRGHVLJQDYDIHLUDVPHUFDGRV
HDFDPSDPHQWRPLOLWDU1R%UDVLOHVVDFRQRWDomRQmRVHGLVWDQFLDWRUQRXVH³>...@ uma
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escravocrata, pela implantação de uma outra estrutura política na qual se encontraram
todos os oprimidos >@negros, índios e brancos>@ (MUNANGA, 2001, pág. 30).
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PHDSRQWDRGRFXPHQWRGR&RQVHOKR8OWUDPDULQRTXHFRQVLGHUDYDtoda habitação de
negros fugidos, que passem de cinco, em parte despovoada, ainda que não tenham
ranchos levantados e nem se achem pilões nele77. (VVDIRLXPDGH¿QLomRFOiVVLFDTXH
perdurou por muito tempo e tornou-se mais abrangente na atualidade.
77
Ver Anjos, 2005, pág. 27.
Orientações Curriculares das Diversidades Educacionais 142
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VXDLGHQWLGDGH6mRWDPEpPFKDPDGDVGHFRPXQLGDGHVUHPDQHVFHQWHVGHTXL-
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8PGHWDOKHDVHUFRQVLGHUDGRDLQGDQDLGHQWL¿FDomRGDViUHDVTXLORPERODVpR
IDWRGHTXHPHVPRDSyVDIRUPDomRGDVFRPXQLGDGHVPXLWRVIRUDPIRUoDGRVDVDLUGD
WHUUDGHRULJHPGHVORFDQGRVHSDUDRXWUDViUHDVSRUFDXVDGDVIRUoDVHFRQ{PLFDVH
SROtWLFDVFRQWUiULDVHDVHVSHFXODo}HVLPRELOLiULDVGHQWUHRXWURVPRWLYRV7DPEpPHP
GHFRUUrQFLD GR FUHVFLPHQWR GDV FLGDGHV DFDEDUDP QD DWXDOLGDGH ¿FDQGR HP iUHDV
urbanas.
3RULVVRQHPVHPSUHRVUHPDQHVFHQWHVGDViUHDVTXLORPERODVHVWmRRFXSDQGR
DVWHUUDVVLJQDWiULDVGDVUHVLVWrQFLDVQHJUDVjHVFUDYLGmRHRXDVOXWDVSDUDVREUHYLYHU
QRSyVDEROLomR
&RQWXGRDLGHQWLGDGHFXOWXUDOTXLORPERODVREUHYLYHQDWHUULWRULDOLGDGH3RULVVRQR
'HFUHWR)HGHUDOQ$UWRVFULWpULRV DGRWDGRVSDUDLGHQWL¿FDomRGDVFRPX-
QLGDGHV UHPDQHVFHQWHV VmR SRUWDQWR ³D DXWRD¿UPDomR D UHODomR KLVWyULFD FRP XPD
GHWHUPLQDGDWHUULWRULDOLGDGHDDQFHVWUDOLGDGHQHJUDDWUDMHWyULDKLVWyULFDSUySULDHDUH-
VLVWrQFLDjRSUHVVmRVRIULGD´
$WHUULWRULDOLGDGHMXQWDPHQWHFRPDLGHLDGHSHUWHQFLPHQWRGHJUXSRWRUQDVHH[-
SUHVVmR GR SURFHVVR LGHQWLWiULR$R PHVPR WHPSR HP TXH D WHUULWRULDOLGDGH H[SUHVVD
DOXWDSHODPDQXWHQomRGDLGHQWLGDGHUHSUHVHQWDXPDIRUPDHVSHFt¿FDGHRUGHQDomR
WHUULWRULDOHPFRQIRUPLGDGHFRPRVDVSHFWRVKLVWyULFRVHFXOWXUDLVYLYLGRVSHODFRPXQL-
GDGHSRLVHVWmRLPEULFDGDVXPDDRXWUDGHIRUPDDGDUXQLGDGHDRVFRQWUiULRVTXHGmR
PRYLPHQWRDRSURFHVVRGDIRUPDomRGDLGHQWLGDGHWHUULWRULDO
eSDSHOGDHVFRODRUJDQL]DUVHGHIRUPDGHPRFUiWLFDHFRPHTXLGDGHGHUHSUHVHQ-
WDomRQRVHVSDoRVGHOLEHUDWLYRV$UHDOLGDGHHDIRUPDRUJDQL]DWLYDGDVFRPXQLGDGHV
TXLORPERODVGHYHPHVWDUSUHVHQWHVQDFRQVWUXomRGR3URMHWR3ROtWLFR3HGDJyJLFR333
HQDRUJDQL]DomRGRFXUUtFXOREHPFRPRQRGHVHQYROYLPHQWRGHHVSDoRVSHGDJyJLFRV
TXHSURSLFLHPDYDORUL]DomRGDLGHQWLGDGHTXLORPERODTXHSRVVLELOLWHDRDOXQRDFR-
QKHFHU VXDV RULJHQV SRLV R UHFRQKHFLPHQWRYLVLELOLGDGH GD KLVWyULD GRV TXLORPERV GL]
UHVSHLWRjKLVWyULDHLGHQWLGDGHGRSRYREUDVLOHLUR
2FXUUtFXORUHSURGX]YDORUHVTXHLUmRSDUWLFLSDUGDIRUPDomRGHLGHQWLGDGHLQGLYLGX-
DOHRXFROHWLYD1HVVHVHQWLGR0RXUDSiJVDOLHQWDTXH
Orientações Curriculares das Diversidades Educacionais 144
$JUDQGHGLIHUHQoDTXHVHGHYHGHVWDFDUHQWUHDWUDQVPLVVmRGRVDEHUQDVFR-
PXQLGDGHVQHJUDVUXUDLVHQDVHVFRODVpTXHQRSULPHLURFDVRRSURFHVVRIUXWR
GDVRFLDOL]DomRGHVHQYROYHVHGHIRUPDQDWXUDOHQmRIRUPDOHQRVHJXQGRR
VDEHUQHPVHPSUHHVWiUHIHUHQFLDGRQDH[SHULrQFLDGRDOXQR
'HVVDIRUPDRSDSHOGD(GXFDomR4XLORPERODpPHGLDURVDEHUHVFRODUFRPRV
VDEHUHVORFDLVDGYLQGRVGDDQFHVWUDOLGDGHTXHIRUPRXDFXOWXUDGRVHJPHQWRQHJURQD
ÈIULFDHQR%UDVLO$VVLPRFXUUtFXORGHYHJDUDQWLURVFRQKHFLPHQWRVHVDEHUHVTXLORP-
ERODVWUDWDQGRVXDSUySULDKLVWyULDIRUPDVGHOXWDHUHVLVWrQFLDFRPRIRQWHGHD¿UPDomR
GDLGHQWLGDGHTXLORPERODHQDFLRQDO
$ HVWUXWXUDomR GD HGXFDomR SDUD UHPDQHVFHQWHV GH TXLORPER GHYH VHU SDXWDGD
QDV'LUHWUL]HV&XUULFXODUHV1DFLRQDLVHPVXDVHWDSDVHPRGDOLGDGHVDPSOLDQGRRVFRQ-
WH~GRVGHEDVHFRPXPJDUDQWLQGRDVHVSHFL¿FLGDGHVSUySULDVSDUDDHGXFDomRTXLORP-
ERODHDERUGDQGRDVSUiWLFDVFXOWXUDLVORFDLVTXHD¿UPHPVXDLGHQWLGDGHHVHXVYDORUHV
e saberes que atravessaram o tempo.
2XWURDVSHFWRpRFXPSULPHQWRLQWHJUDODWUDYpVGRFXUUtFXORTXHDWHQGDj/HL)HGH-
UDOHjV'LUHWUL]HV&XUULFXODUHVSDUDD(GXFDomRGDV5HODo}HV(WQLFRUUDFLDLV
HSDUDR(QVLQRGD+LVWyULDH&XOWXUD$IULFDQDH$IUREUDVLOHLUDQDVHVFRODVGRVHVSDoRV
HWHUULWyULRVTXLORPERODVVHMDPHODVQRFDPSRRXQDVFLGDGHV
1HVVHFRQWH[WRDV'LUHWUL]HV&XUULFXODUHV1DFLRQDLVSDUDD(GXFDomRGDV5HOD-
o}HV(WQLFRUUDFLDLVHSDUDR(QVLQRGD+LVWyULDH&XOWXUD$IUREUDVLOHLUDH$IULFDQDYrP
FRUURERUDUDRD¿UPDUTXH
$VSROtWLFDVGHUHSDUDo}HVYROWDGDVSDUDDHGXFDomRGRVQHJURVGHYHPRIHUHFHU
JDUDQWLDVDHVVDSRSXODomRGHLQJUHVVRSHUPDQrQFLDHVXFHVVRQDHGXFDomR
HVFRODUGHYDORUL]DomRGRSDWULP{QLRKLVWyULFRFXOWXUDODIUREUDVLOHLURGHDTXLVL-
omRGDVFRPSHWrQFLDVHGRVFRQKHFLPHQWRVWLGRVFRPRLQGLVSHQViYHLVSDUDD
145 Orientações Curriculares das Diversidades Educacionais
FRQWLQXLGDGHQRVHVWXGRVGHFRQGLo}HVSDUDDOFDQoDUWRGRVRVUHTXLVLWRVWHQGR
HP YLVWD D FRQFOXVmR GH FDGD XP GRV QtYHLV GH HQVLQR EHP FRPR SDUD DWX-
DUFRPRFLGDGmRVUHVSRQViYHLVHSDUWLFLSDQWHVDOpPGHGHVHPSHQKDUHPFRP
TXDOL¿FDomRXPDSUR¿VVmR'&1SiJ
(VSHFL¿FLGDGHGD(GXFDomR4XLORPERODH$ERUGDJHPGH(QVLQR
'HVVDIRUPDDHVFRODSRGHSHQVDUDRUJDQL]DomRGRWHPSRHHVSDoRHVFRODUHV
SURFXUDQGRVDQDURVSRQWRVQHJDWLYRVHXWLOL]DURVSRVLWLYRVFRPRHOHPHQWRVTXHSR-
WHQFLDOL]HPDRUJDQL]DomRGRVPHVPRVDIDYRUGDDSUHQGL]DJHPGRVDVHGXFDQGRV?DV
tanto do ensino fundamental quanto do médio.
$VVLPTXHVW}HVFRPRDFDUJDKRUiULDHDIRUPDRUJDQL]DWLYDGRHVSDoRHVFRODUVmR
LQWHJUDQWHVGRFXUUtFXOR(VVHVHOHPHQWRVQmRVmRQHXWURVSRLVFRQIRUPHDRUJDQL]DomR
GRWHPSRHHVSDoRGDHVFRODSRGHPFRODERUDURXQmRSDUDXPFXUUtFXORHPDQFLSDGRU
$RVHWUDWDUGDSHUVSHFWLYDGDLQFOXVmRGRVYDORUHVDIUREUDVLOHLURVQRFXUUtFXORGD
(GXFDomR4XLORPERODQmRVHHVWiFULDQGRXPDPHWRGRORJLDHVSHFt¿FDGHDSUHQGL]DJHP
SDUD HVWD PRGDOLGDGH GH HQVLQR PDV Ki GH VH FRQVLGHUDU TXH REULJDWRULDPHQWH HOD
SRVVXLHVSHFL¿FLGDGHVSRUWDQWRVHID]QHFHVViULDDH[SDQVmRGRVFRQWH~GRVHDHVWUX-
WXUDomRPHWRGROyJLFDGHHQVLQRXVXDOSDUDDLQFOXVmRGRVYDORUHVDIUREUDVLOHLURVTXH
FRQVWLWXHPDIRUPDomRGHVWDQDomRHDVHVSHFL¿FLGDGHVTXLORPERODV
$HVFRODGHYHHVWLPXODURGHVHQYROYLPHQWRGRSURFHVVRGHHQVLQRHDSUHQGL]DJHP
SDUDDSURGXomRGHFRQKHFLPHQWRVSDUWLQGRGDFXOWXUDGRVHVWXGDQWHVHHVWDEHOHFHQGR
GLiORJRFRPRXWUDVFXOWXUDV'HVVDIRUPDRSURFHVVRHGXFDWLYRQXPDSHUVSHFWLYDTXL-
lombola, deve ter presentes esses valores afro-brasileiros de maneira que fortaleçam e
SRWHQFLDOL]HPD(GXFDomR4XLORPEROD
2SURFHVVRHGXFDWLYRIRUPDOGHFULDQoDVDGROHVFHQWHVMRYHQVHDGXOWRVTXLORPER-
ODVUHTXHUXPDHGXFDomRGLIHUHQFLDGDFRPHVWUHLWDUHODomRFRPDIRUPDomRLGHQWLWiULD
DXWRUUHFRQKHFLPHQWRYDORUL]DomRGDKLVWyULDHFXOWXUDGRVQHJURVWDQWRQDÈIULFDTXDQWR
QR%UDVLOGRVTXLORPERVHPJHUDOHPHVSHFLDOGRVTXLORPERVHP0DWR*URVVR
$HVSHFL¿FLGDGHGHDERUGDJHQVGHWHPDVQDViUHDVGHFRQKHFLPHQWREHPFRPR
XPDGLQkPLFDPHWRGROyJLFDGHHQVLQRDSUHQGL]DJHPTXHJDUDQWDFRQKHFLPHQWRVFXU-
ULFXODUHVGDEDVHQDFLRQDOFRPXPHDSDUWHGLYHUVL¿FDGDUHODWLYDjVQHFHVVLGDGHVH
UHDOLGDGHVTXLORPERODVGHYHPH[LVWLU(PERUDKDMDHVVDHVSHFL¿FLGDGHD(GXFDomR
4XLORPERODQmRVHLVRODPDVHVWiDEHUWDDGLiORJRVSHUPDQHQWHVFRPRVGHPDLVFDP-
SRVGDHGXFDomRSRLVRVTXLORPERVLQWHJUDPDVRFLHGDGH
eLPSRUWDQWHREVHUYDUTXHFDEHjHVFRODHDRVHGXFDGRUHVQmRVRPHQWHGH-
ILQLU RV FRQWH~GRV FRPR WDPEpP R SURFHVVR PHWRGROyJLFR GH DSUHQGL]DJHP TXH
FRQWULEXDSDUDRFRQKHFLPHQWRHDYLYrQFLDGRVYDORUHVTXLORPERODVQDIRUPDomR
humana.
147 Orientações Curriculares das Diversidades Educacionais
$VVLP QXPD WHQWDWLYD GH FRQWULEXLU SDUD D FRQVWUXomR GH XPD HGXFDomR TXH
LQFOXDRVYDORUHVTXLORPERODVDSUHVHQWDPRVDOJXQVQRUWHVTXHSRVVDPVXEVLGLDUR
SURIHVVRUTXDQWRjDERUGDJHPGHHQVLQRHPHWRGRORJLDVDX[LOLDQGRRHPVXDSUiWLFD
HGXFDWLYD
Circularidade
(VWDpXPDPDUFDGRVYDORUHVDIULFDQRVHDIUREUDVLOHLURV
$TXHVWmRGRFtUFXORGDURGDGDFLUFXODULGDGHWHPXPDSURIXQGDPDUFDQDV
PDQLIHVWDo}HVFXOWXUDLVDIUREUDVLOHLUDVFRPRDURGDGHVDPEDDURGDGHFD-
SRHLUD HRX DV OHJHQGiULDV FRQYHUVDV DR UHGRU GD IRJXHLUD 1R FDQGRPEOp
>@FRPRFtUFXORRFRPHoRHRPHLRVHLPEULFDPDVKLHUDUTXLDVHPDOJX-
PDV GLPHQV}HV SRGHP FLUFXODU RX PXGDU GH OXJDU H D HQHUJLD WUDQVLWD QXP
FtUFXORGHSRGHUHVDEHUTXHQmRVHIHFKDQHPVHFULVWDOL]DPDVJLUDFLUFXOD
e transfere-se80.
,VVRWUD]XPDVHQVtYHOPXGDQoDGHSHUVSHFWLYDHGXFDFLRQDOFRQVLGHUDQGRTXHD
FLUFXODULGDGHSRGHVHUFRPSUHHQGLGDFRPRIRUPDPHWRGROyJLFDTXHSHUPLWHDLQWHJUD-
omRGHFRQWH~GRVHGRVVXMHLWRVQRSURFHVVRGRFRQKHFLPHQWRHPTXHRVFRQWH~GRV
SRGHPVHUUHYLVLWDGRVHPQRYDVFRQGLo}HVGDVIDVHVGHDSUHQGL]DJHPHRXDQRFRP
DSURIXQGDPHQWRVQHFHVViULRVDHVWDVHWDSDV$WpPHVPRDRUJDQL]DomRGDVDODGHDXOD
GHYHVHUGHPDQHLUDTXHWRGRVVHGLVSRQKDPGHVVDIRUPDFLUFXODU
(VVHYDORUFLYLOL]DWyULRGHYHVHULQFOXtGRQDRUJDQL]DomRPHWRGROyJLFDGRHQVLQR
HPXPDPELHQWHSDUWLFLSDWLYRHGHPRFUiWLFRTXHFRORFDWRGRVHPSpGHLJXDOGDGHQR
SURFHVVRGHDSUHQGL]DJHP
Oralidade
2YDORUGDRUDOLGDGHFRQVWLWXLXPDIRQWHLPSRUWDQWHSDUDJDUDQWLUDLQIRUPDomRH
HVFULWDGDFXOWXUDHKLVWyULDGRVQHJURV
$IDODDSDODYUDGLWDRXVLOHQFLDGDRXYLGDRXSURQXQFLDGD±RXPHVPRVHJUH-
GDGD±WHPXPDFDUJDGHSRGHUPXLWRJUDQGH3HOD1DRUDOLGDGHRVVDEHUHV
SRGHUHV H TXHUHUHV VmR WUDQVPLWLGRV FRPSDUWLOKDGRV H OHJLWLPDGRV 6H D IDOD
pYDORUL]DGDDHVFXWDWDPEpP2FRQWRDOHQGDDKLVWyULDDP~VLFDRGLWRR
QmRGLWRRIX[LFR$SDODYUDFDUUHJDXPDJUDQGHHSRGHURVDFDUJDDIHWLYD81.
2V*ULRWVSRUH[HPSORVmRFRQWDGRUHVGHKLVWyULDVTXHH[LVWHPHPYiULDVHWQLDV
79
(PFDGHUQRGHDWLYLGDGHQGRSURMHWR³$FRUGDFXOWXUD´
80
9HUHPFDGHUQRGHDWLYLGDGHQGRSURMHWR³$FRUGDFXOWXUD´SiJ
81
9HUHPFDGHUQRGHDWLYLGDGHQGRSURMHWR³$FRUGDFXOWXUD´SiJ
Orientações Curriculares das Diversidades Educacionais 148
DIULFDQDVHWUDQVPLWHPDKLVWyULDDWUDYpVGDRUDOLGDGH(VVHYDORULQWUtQVHFRDRSURFHV-
VRGHDSUHQGL]DJHPGDHVFULWDGHYHVHUWUDEDOKDGRFRPRXPHOHPHQWRLPSRUWDQWHGD
KHUDQoD DIULFDQD D VHU SRWHQFLDOL]DGR SRLV D RUDOLGDGH FRQVWLWXL XPD DXWRQRPLD XPD
LQGHSHQGrQFLDSDUDDFRPXQLFDomRUHLYLQGLFDomRGHGLUHLWRVHSUiWLFDGHFLGDGDQLD
(VVHYDORUDIUREUDVLOHLURFRQFHLWXDOPHQWHDVVHPHOKDVHDR$[pTXHFRPSUHHQ-
GHTXHHVWDIRUoDHVWiSUHVHQWHHPWRGRVRVVHUHV(VVDFRPSUHHQVmRpXPGRVQRYRV
SDUDGLJPDVFLHQWt¿FRV&RPREHPFRQFHLWXD%UDQGmRSiJ)RUoD9LWDO$[p
e XPD GLPHQVmR LQWHUHVVDQWH QD PHGLGD HP TXH UHYHOD D FLUFXODULGDGH GD
YLGDEHPFRPRDVXDDPSOLGmR7XGRWHPHQHUJLDYLWDOpVDJUDGRHHVWiHP
LQWHUDomRSODQWDiJXDSHGUDJHQWHELFKRDUWHPSR7RGRVRVHOHPHQWRV
VHUHODFLRQDPHQWUHVLHVRIUHPLQÀXrQFLDXQVGRVRXWURV$TXHOHVTXHFRQKH-
FHP R SRGHU GHVVD HQHUJLD YLWDO Mi FRPSUHHQGLDP EHP DQWHV GDV SHVTXLVDV
FLHQWt¿FDVGH/DYRLVLHUTXH³QDQDWXUH]DWXGRVHWUDQVIRUPD´>@2SULQFtSLR
GRD[ppDYRQWDGHGHYLYHUHDSUHQGHUFRPYLJRUDOHJULDHEULOKRDFUHGLWDQGR
QDIRUoDGRSUHVHQWH(PQDGDVHDVVHPHOKDDQRUPDVEXURFUDFLDVHPpWRGRV
rígidos e imutáveis.82
Corporeidade
(VWDGHYHVHUFRQVLGHUDGDQRSURFHVVRGHHQVLQRSRLV
2FRUSRDWXDHUHJLVWUDQHOHSUySULRDPHPyULDGHYiULDVPDQHLUDVVHMDDWUDYpV
GDGDQoDGDEULQFDGHLUDGRGHVHQKRGDHVFULWDRXGDIDOD>@2FRUSRpYLGD
pDTXLHDJRUDSRWrQFLDHSRVVLELOLGDGH&RPRFRUSRVHDUPDDYLGDVHYLYHD
H[LVWrQFLDLQGLYLGXDOHFROHWLYDPHQWH(OHWUD]XPDKLVWyULDLQGLYLGXDOHFROHWLYD
XPDPHPyULDDVHUSUHVHUYDGDLQVFULWDHFRPSDUWLOKDGD2FRUSRFRQWDKLVWy-
rias83.
(PVHWUDWDQGRGHVWHPRWHID]VHQHFHVViULDDXWLOL]DomRGHXPDPHWRGRORJLD
HGXFDFLRQDOGLIHUHQFLDGDTXHSURSLFLHDLQFOXVmRGDFRUSRUHLGDGHQDHGXFDomRTXLORP-
ERODTXHSRVVDH[SORUDUDVSRWHQFLDOLGDGHVGRFRUSRQRSURFHVVRHGXFDWLYRLQFOXLQGR
SUiWLFDV SHGDJyJLFDV H DWLYLGDGHV GH H[SUHVVmR FRUSRUDO FRPR IRUPD GH DSUHQGL]D-
gem.
82
(PFDGHUQRGHDWLYLGDGHQGRSURMHWR³$FRUGDFXOWXUD´SiJ
83
(PFDGHUQRGHDWLYLGDGHQGRSURMHWR³$FRUGDFXOWXUD´SiJ
149 Orientações Curriculares das Diversidades Educacionais
Musicalidade
(VWDFRQWULEXLQDGLPHQVmRPHWRGROyJLFDHPXPDVSHFWRLPSRUWDQWHFRQVLGHUDQGR
que:
DP~VLFDDVRQRULGDGHDPHORGLDRULWPRHDFDQomRHVWmRSUHVHQWHVGHPRGR
SDUWLFXODU QD FXOWXUD H QD KLVWyULD DIUREUDVLOHLUD GH WDO PRGR TXH PXLWRV GRV
UHIHUHQFLDLVGDPXVLFDOLGDGHEUDVLOHLUDVmRGHRULJHPDIULFDQD84.
'HVVD IRUPD QmR SRGHPRV GHL[DU GH SHQVDU XP SURFHVVR HGXFDWLYR TXH SRVVD
LQFOXLU D GLPHQVmR GD PXVLFDOLGDGH YHQGRD FRPR XP FDPLQKR SDUD FRPSUHHQGHU D
UHDOLGDGH2UHSHUWyULRPXVLFDODIUREUDVLOHLURSRGHFRODERUDUPXLWRFRPRLQVWUXPHQWRGH
DSUHQGL]DJHPVREUHQRVVDEUDVLOLGDGHGDFXOWXUDHKLVWyULDQHJUDQHVWHSDtV1RVDPED
SRUH[HPSORGHSDUDPRQRVFRPDVSHFWRVGRSURFHVVRKLVWyULFRHVRFLDOGHLPSRUWDQWH
LQÀXrQFLD QHJUD DOpP GR UH¿QDPHQWR GH DUUDQMR PXVLFDO H GH OHWUDV SDUD UHWUDWDU DV
HPRo}HVHDUHDOLGDGHEUDVLOHLUDSDUWLFXODUPHQWHGRQHJUR
4XDQGRQRVUHIHULPRVDRYDORUGDPXVLFDOLGDGHHODGHYHVHUFRQVLGHUDGDQDDERU-
GDJHPGDDSUHQGL]DJHPFRPRXPHOHPHQWRTXHQRVSHUPLWHSHQVDUXPDPHWRGRORJLD
YLYD]HDOHJUHFRPRSRVVLELOLGDGHGHFRQVWUXomRSURGXomRHDSUHQGL]DJHPGRVFRQWH-
údos de forma prazerosa.
Ludicidade
'HQWURGHXPFRQWH[WRGHOXGLFLGDGHHVWiLPSUHVVRRXVRGHLQVtJQLDVTXHIDYRUH-
FHPDOLJDomRGRUHDOHRVLPEyOLFRSUHVHQWHQRVULWXDLVGDFXOWXUDGRVJUXSRVVRFLDLV
FRPRGDQoDP~VLFDWHDWURIDQWRFKHVERQHFRVPiVFDUDVHMRJRVHQWUHRXWURV2XVR
GHSUiWLFDVO~GLFDVSRGHVHUYLUSDUDVHQVLELOL]DUDLQWHUSUHWDomROHLWXUDHRXUHLQWHUSUHWD-
omRGHWH[WRVGHOLWHUDWXUDHRXWURV
1HVWHFRQWH[WRRIDFLOLWDGRUGHVHPSHQKDSDSHOHVVHQFLDOQRSURFHVVRGHHQVLQR
DSUHQGL]DJHPQRVHQWLGRGDYDORUDomRHUHVVLJQL¿FDomRGRVULWXDLVSUHVHQWHVQDFXOWXUD
TXLORPERODDSURSULDQGRVHGHUHFXUVRVO~GLFRVSDUDUHVSHLWDUWHPSRULWPRHFRPSUH-
HQVmRFtFOLFDGRVDEHU(VVHSURFHVVRGHYHVHUFRQWLQXRHQmRVRPHQWHHPDWLYLGDGHV
SRQWXDLVH?RXHVSRUiGLFDVKDMDYLVWDTXHDVIHVWLYLGDGHVHULWXDLVVmRPDQLIHVWDo}HVFXO-
84
(PFDGHUQRGHDWLYLGDGHQGRSURMHWR³$FRUGDFXOWXUD´SiJ
85
(PFDGHUQRGHDWLYLGDGHQGRSURMHWR³DFRUGDFXOWXUD´SiJ
Orientações Curriculares das Diversidades Educacionais 150
WXUDLVSUHVHQWHVQRVHVSDoRVHWHUULWyULRVTXLORPERODVGHYHQGRSRUWDQWRVHUH[SORUDGDV
FRPRLQVWUXPHQWRHGXFDWLYR
Cooperatividade/Comunitarismo
'HVGHRSHUtRGRHVFUDYRFUDWDDFRRSHUDWLYLGDGHHRFRPXQLWDULVPRVmRSULQFtSLRV
LPSRUWDQWHVXWLOL]DGRVSHORVQHJURVDVSDUDVREUHYLYHUHUHHODERUDUVXDFXOWXUD$FXO-
WXUDDIUREUDVLOHLUDpRULJLQiULDGHGLIHUHQWHVSRYRVDIULFDQRVTXHSDUWLFLSDUDPGDFRP-
SRVLomRGHVVDVRFLHGDGH(VVHVJUXSRVSDUWLOKDUDPXQVFRPRVRXWURVVHXVVDEHUHVH
WUDGLo}HVUHDOL]DQGRXPDPLVFLJHQDomRGHHOHPHQWRVpWQLFRVTXHUHÀHWHPHPQRVVD
FXOWXUDHLGHQWLGDGHQDFLRQDO
$VVLPRDHGXFDGRUDGHYHFRQVLGHUDURVDVSHFWRVFRQFHLWXDLVHFXOWXUDLVGDFR-
RSHUDWLYLGDGHFRPXQLWDULVPR GH IRUPD KROtVWLFD QR SURFHVVR GH HQVLQRDSUHQGL]DJHP
SDUDTXHDVDWLYLGDGHVVHMDPGHVHQYROYLGDVQRSULQFtSLRGDFROHWLYLGDGHSDUWLOKDHVROL-
GDULHGDGHRUJkQLFD86.
Memória
0HPyULD &ROHWLYD DVVLP FRPR energia vital, ID]VH HVVHQFLDO FRPR LQVWUXPHQWR
HGXFDWLYRSDUDGLIHUHQFLDGDVFRPXQLGDGHVTXLORPERODVWRUQDQGRVHYLYRRVHQWLPHQWR
GHSHUWHQoDHRUJXOKRGDVQRVVDVRULJHQVDIULFDQDV1HVWHFRQWH[WRUHPHPRUDUDDQ-
FHVWUDOLGDGHHUHVVLJQL¿FDUDVLGHQWLGDGHVJDUDQWLUmRTXHRVYDORUHVGDVDIULFDQLGDGHV
QDIRUPDomRGDKXPDQLGDGHVHMDPIXQGDQWHVQDFRPSRVLomRGDVRFLHGDGHEUDVLOHLUD2
WUDEDOKRFRPD0HPyULD&ROHWLYDGHYHVHUHVWLPXODGRQRVHQWLGRGHSURSLFLDUGLIHUHQWHV
PHWRGRORJLDVTXHUHPHWDPjVFRQWULEXLo}HVDIULFDQDVHDIUREUDVLOHLUDV
Religiosidade
$5HOLJLRVLGDGHpXPDSHUFHSomRGHPXQGRHGHUHODomRFRPRRXWURLQGHSHQGHQ-
te da religião. Compreendendo que:
5HOLJLRVLGDGHpPDLVGRTXHUHOLJLmRpXPH[HUFtFLRSHUPDQHQWHGHUHVSHLWRj
YLGDHGRDomRDRSUy[LPR$SURSyVLWRHPWHPSRVGHWDQWDYLROrQFLDJUDWXLWD
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151 Orientações Curriculares das Diversidades Educacionais
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Orientações Curriculares das Diversidades Educacionais 152
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to, trabalho88 e cultura, também integrantes do Ensino Médio, visam à formação
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quilombolas.
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(VVHUHIHUHQFLDOUHPHWHPDSHQVDUDHGXFDomRHVFRODURFXUUtFXORDRUJDQL]D-
omRHRHQVLQRGHFRQWH~GRVQRSURFHVVRHGXFDWLYRHPTXHDDQFHVWUDOLGDGHSHUSDV-
VDQRVYDULDGRVVDEHUHVWpFQLFDVIRUPDGHUHOLJLRVLGDGHFRQKHFLPHQWRVHVDEHUHV
TXLORPERODVQDSURGXomRGHEHQVPDWHULDLVHLPDWHULDLVHHOHPHQWRVFXOWXUDLVDIULFD-
QRVUHHODERUDGRVQDGLiVSRUD(VVDYLVmRGDDQFHVWUDOLGDGHHVWDEHOHFHSUiWLFDVHGX-
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SUHXPSDSHOVLJQL¿FDWLYRQRSURFHVVRGHDSUHQGL]DJHPHPFRQH[mRFRPDidentida-
de negra e quilombola.
2FRQMXQWRGHVVHUHIHUHQFLDOUHODFLRQDVHDFXUUtFXORTXHFRQWHPSOHDGLYHUVLGDGH
FXOWXUDOGRVTXLORPERVHVXDLQIHUrQFLDQDGLQkPLFDGDVFRPXQLGDGHVTXHTXDOL¿FDR
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Orientações Curriculares das Diversidades Educacionais 154
Diversidade de Conhecimento
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da pelos quilombolas de rainha Teresa.
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o ingresso nas irmandades negras.
Orientações Curriculares das Diversidades Educacionais 156
Referenciais sugeridos:
História
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Matemática90
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90
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Orientações Curriculares das Diversidades Educacionais 158
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ORUL]DomRGDVKHUDQoDVDIULFDQDVQRVHOHPHQWRVOLQJXtVWLFRVDUWtVWLFRVHVWpWLFRHFRUSR-
reidade.
Temas sugeridos:
Língua Portuguesa
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Educação Física
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REFERÊNCIAS BIBLIOGRÁFICAS
BRANDÃO, Ana Paula. Saberes e fazeres, v. 3: modos de interagir. RJ. Fundação Ro-
berto Marinho, 2006.
%5$6,/6HFUHWDULDGH(GXFDomR&RQWLQXDGD$OIDEHWL]DomRH'LYHUVLGDGH6(&$'Di-
ferentes Diferenças.MEC, 2008.
DURKHEIM, David Emile. Coleção Grandes Cientistas Sociais, São Paulo Editora Áti-
FD
/HLGH'LUHWUL]HVH%DVHGD(GXFDomR%UDVLOHLUDGH
/HLGH'LUHWUL]HVH%DVHGD(GXFDomR%UDVLOHLUDGH
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turo, 2007.
OLIVEIRA, Eduardo David de. Cosmovisão Africana no Brasil: Elementos para uma
¿ORVR¿DDIURGHVFHQGHQWHCuritiba-PR: IPAD, 2006.
3$5(0DULOHQH/HDO2/,9(,5$/XDQD3DUpGHDQG9(//262$OHVVDQGUD'¶$TXL$
HGXFDomRSDUDTXLORPERODVH[SHULrQFLDVGH6mR0LJXHOGRV3UHWRVHP5HVWLQJD6HFD
(RS) e da Comunidade Kalunga de Engenho II (GO). Cad. CEDES [online]. 2007, vol.27,
nº 72, págs. 215-232. ISSN 0101-3262.
5$776$OHFVDQGUR-3$VHWQLDVHRVRXWURVDVHVSDFLDOLGDGHVGRVHQFRQWURVFRQIURQ-
tos. In: Revista Espaço e Cultura Nº 17-18, Rio de Janeiro, NEPEC/UERJ. 2004.
ROCHA, Maria José; PANDOJA, Selma (org). Rompendo silêncios: História da África
nos currículos da educação básica. %UDVtOLD')'3&RPXQLFDo}HV/WGD
Orientações Curriculares das Diversidades Educacionais 166
BBBBBBBBBBBBBBBBB$+LVWyULDGR1HJURQR%UDVLO&($'6DOYDGRU%DKLD$/-
BUQUERQUE, Wlamyra R. de.
SANTOS, Ângela Maria dos. Identidade e Cultura Afro-brasileira. / Ângela Maria dos
6DQWRV9DQGD/~FLD6i*RQoDOYHV 0DULD/~FLD5RGULJXHV0OOHURUJ&XLDEi8$%
EdUFMT, 2009.
VEIGA, I. P. A. 3HUVSHFWLYDVSDUDUHÀH[mRHPWRUQRGRSURMHWRSROtWLFRSHGDJyJLFR.
In: VEIGA, I.P. A; RESENDE, L. M. G. (orgs.). (VFRODHVSDoRGRSURMHWRSROtWLFRSHGDJy-
gico. 6ª ed. Campinas: Papirus, pág. 09-32, 1998.
Apresentação
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Orientações Curriculares das Diversidades Educacionais 212
os sujeitos devem estar envolvidos nas atividades em geral propostas para uns e para
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221 Orientações Curriculares das Diversidades Educacionais
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oferta. Visa a outros sujeitos dentro da diversidade que é a EJA.
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que a organização da oferta nos Centros de EJA disponibiliza. Esta oferta tende ajudar a
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a realidade à legislação vigente e atender um direito subjetivo, de uma população, que a
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D.O.U. de 09/04/98.
Orientações Curriculares das Diversidades Educacionais 222
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deverão ser pensadas para atender parte da diversidade, que ainda não se ajustou a
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outras duas fazem parte das medidas não-privativas.
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destinados a esta outra parte da população privada da liberdade. Ressalte-se que tam-
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que o de não-jovens.
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jeitos neste mundo.
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forma, sua autoestima.
225 Orientações Curriculares das Diversidades Educacionais
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responsável.
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WHQWRGHYHULDFXPSULUD³SHQD´5HIRUoDGRSHORSHQVDUKHJHP{QLFRGDVRFLHGDGHHDV-
VLPH[FOXtGRGDSDUWLFLSDomRVRFLDOGRDFHVVRDRVEHQVSURGX]LGRVHGDGLVWULEXLomRGD
riqueza, entre outros.
&RQGLo}HVTXHFRQWULEXHPSDUDDDPSOLDomRGDYLROrQFLDHGDVFRQWUDYHQV}HV)D-
WRVTXHWrPOHYDGRPXLWRVjFRQGLomRGHSULYDomRGHOLEHUGDGHjPHGLGDTXHYmREXVFDU
RVPHLRVGHVREUHYLYrQFLDQHPVHPSUHGHIRUPDOtFLWD(VWDVLWXDomRGHH[FOXVmRVRFLDO
SROtWLFDHHFRQ{PLFD³HPSXUUD´DOJXQVVXMHLWRVDRVDWRVGHGHOLQTXrQFLDHFRQWUDYHUVmR
FRPR~QLFDDOWHUQDWLYDGHVXSHUYLYrQFLDKDMDYLVWDTXHQHPVHPSUHWrPSRVVLELOLGDGHV
GHID]HUHVFROKDV
8PDYH]QDSULVmRRWHPSRRFLRVRHRPDXWUDWDPHQWRUHFHELGRFRODERUDPSDUD
GHVXPDQL]DomRGRVSUHVRV$VSULV}HVFRPRDYDOGDVRFLHGDGHWrPVLGRHVWHOXJDU
Orientações Curriculares das Diversidades Educacionais 226
'HVXPDQRIULRLQVDOXEUHHGHSULPHQWHTXHFXOWXUDOPHQWHUHSULPHHPHVSHFLDORVERQV
VHQWLPHQWRVeHVSDoRRQGHDDPHDoDjLQWHJULGDGHItVLFDpFRQVWDQWH2QGHVHFRQYLYH
FRPDLQVHJXUDQoDGHVFRQ¿DQoDPHGRHLQGLIHUHQoDSDUDFLWDUDOJXQVSRXFRVIDWRUHV
SUHVHQWHVQRFRWLGLDQRGHVVHVVXMHLWRV
$UHDOLGDGHGR6LVWHPD3HQLWHQFLiULRDSRQWDXPDVLWXDomRSHODTXDODVRFLHGDGH
HPVLRXRVHXUHSUHVHQWDQWH(VWDGRQmRVHVHQWHUHVSRQViYHO(VWDGRHVRFLHGDGH
LQFOXLQGRRVWUDEDOKDGRUHVGR6LVWHPDQmRFRPSUHHQGHPTXHHPDPELHQWHKRVWLOQmR
VH WHP ERDV OLo}HV D DSUHQGHU HRX HQVLQDU 1HVWH FRQWH[WR D SHVVRD SUHVD TXDQGR
SRVWDHPOLEHUGDGHPHVPRVHSUHWHQVDPHQWHDSUHQGHVVH³DOLomR´GLDQWHGRHVWLJPDH
GRSUHFRQFHLWRFRPHIHLWRWHQGHDUHWRUQDUjSULVmR1mRpQHFHVViULRVHUERPSHVTXL-
sador para obter estes dados.
6H SRU DQDORJLD WRPiVVHPRV HVWH VXMHLWR FRPR YLDMDQWH SRGHUtDPRV GL]HU TXH
ROKDQGRSHORUHWURYLVRUSDUDWUiVRHJUHVVRDRUHWRUQDUjVRFLHGDGHtende a revidar
o tratamento recebido, durante o período em que esteve privado da liberdade. Olhando
pelo parabrisa - para frente - poderíamos dizer que a sociedade não está preparada e/
ou não se dispõe a recebê-lo.
$FRQFHSomRGR(VWDGRSRXFRGLIHUHGDYLVmRJHUDOGDVRFLHGDGH$WpSRUTXHHOH
VHFRQVWLWXLSRUUHSUHVHQWDQWHVGDVRFLHGDGHPRWLYRFDSD]GHH[SOLFDUSRUTXHRSHQ-
VDPHQWRGRPLQDQWHpRGHTXHQmRH[LVWHUD]mRSDUDVHLQYHVWLUQDHGXFDomRGRVXMHLWR
SULYDGRGHOLEHUGDGH6HJXLQGRDPHVPDOyJLFDTXHSUHWH[WRWHULDSDUDVHLQYHVWLUQD
IRUPDomR GH TXHP p UHVSRQViYHO SHOD H[HFXomR SHQDO99 VH HVWH VHTXHU UHFRQKHFH R
GLUHLWRGRSUHVRjHGXFDomR"4XDORVHQWLGRGHLQYHVWLUQHVVDIRUPDomRVHRVXMHLWRQD
FRQGLomRGHSUHVLGLiULRQDyWLFDGHSDUWHGR(VWDGRHGDVRFLHGDGHQmRPHUHFHWUDWD-
PHQWRKXPDQL]DGR"
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omRGDSUySULDIDPtOLDGRGHWHQWR'HPDQHLUDTXHDHGXFDomRpHPPXLWRVFDVRVR
~QLFRHVSDoRRQGHHVWHVXMHLWRUHFHEHDOJXPDVSRXFDVGHPRQVWUDo}HVGHDIHWRFRQWUL-
buindo para essa transformação.
eQHFHVViULRTXHDRIHUWDVHMDFDSD]GHIDYRUHFHUDPHOKRULDGDFRQGLomRGHYLGD
GDVSHVVRDVSULYDGDVGHOLEHUGDGHHOKHVRIHUHFHUDOpPGDIRUPDomREiVLFDFRQFRPL-
WDQWHPHQWHXPDIRUPDomRSUR¿VVLRQDOHRXSDUDRPXQGRGRWUDEDOKR
$VSRXFDVH[SHULrQFLDVFRPDHGXFDomRQR6LVWHPD3HQLWHQFLiULRWrPGHPRQVWUD-
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99
(QWHQGHPRVTXHWRGRVQyVGDVRFLHGDGHVRPRVDJHQWHVUHVSRQViYHLVSHODH[HFXomRSHQDOQRHQWDQWRQRWH[WR
HVWDPRVFRQVLGHUDQGRDIRUPDomRGDTXHOHTXHGLUHWDPHQWHHVWiHPFRQWDWRFRPRSUHVRDJHQWHVSURIHVVRUHV
GLUHWRUHVRULHQWDGRUHVHRXWURV(VWDH[HFXomRpUHJLGDSHOD/HLGH([HFXomR3HQDO±/(3±/HLQ
(QWHQGHVHD([HFXomR3HQDOFRPRRFXPSULPHQWRLQWHJUDOGLVSRVWRQDVHQWHQoDHDUHLQVHUomRVRFLDOGRFRQGH-
nado (MIRABETE, 1997).
227 Orientações Curriculares das Diversidades Educacionais
HPFRQGLo}HVGHFRPSHWLUSRUSRVWRVQRPHUFDGRGHWUDEDOKR6LWXDomRFRPSURYDGD-
PHQWHUHVSRQViYHOSHODUHFOXVmRGHSDUWHVLJQL¿FDWLYDGDVSHVVRDVTXHVHHQFRQWUDP
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HD(FRQRPLD6ROLGiULDFRPRPDQHLUDGHIDYRUHFHUDSHVVRDSUHVDVHRUJDQL]DUGHIRU-
ma autogestionada100SDUDSURGX]LUVXDH[LVWrQFLDRXPHOKRUDVXDLQVHUomRQRPXQGR
do trabalho101'HQWURRXIRUDGDVXQLGDGHVGXUDQWHHDSyVVXDGHWHQomR(VWDVLWXDomR
UHIRUoDDLPSRUWkQFLDGHVHLQFOXLUD(FRQRPLD6ROLGiULDQHVWDVRULHQWDo}HVFXUULFXODUHV
GD(-$DVVLPFRPRSDUDD(GXFDomRQDV3ULV}HV$RYROWDUjVRFLHGDGHR6LVWHPD3H-
QLWHQFLiULRWDPEpPGHYHJDUDQWLUDFRQWLQXLGDGHGRVHVWXGRVDRVVHXVHJUHVVRV
$(GXFDomRGH-RYHQVH$GXOWRVQR6LVWHPD3HQLWHQFLiULRSUHFLVDVHUFDUDFWHUL]D-
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XPD3ROtWLFDGH(GXFDomRGH-RYHQVH$GXOWRVSDUDRQRVVR(VWDGRFDSD]GHRULHQWDUH
QRUPDWL]DUDDomRHGXFDWLYDHPUHODomRDRVSULQFtSLRVHREMHWLYRVDGHTXDGRVDR6LVWH-
PD3HQLWHQFLiULR
1HVWDSHUVSHFWLYDD6HGXF07HVWiHODERUDQGRHPFRQMXQWRFRPWRGRVRVDWRUHV
HQYROYLGRVSDUDHVWDRIHUWDHGXFDWLYDDFRQVWUXomRGHXP3ODQRSDUDR6LVWHPD3HQL-
WHQFLiULRFXMDYHUVmRSUHOLPLQDUGHYHVHU¿QDOL]DGDHVXEPHWLGDDDQiOLVHGHVWHVDWRUHV
DVVLPFRPRIRUDPFRQVWUXtGDVHVWDV2ULHQWDo}HV
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HVSHFL¿FLGDGHFRPDSURPRomRGHSURFHGLPHQWRVTXHIDYRUHoDPDDXWRQRPLDHDFRP-
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opção.
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RQGHSURS}HDo}HVTXHFRQWULEXDPFRPRSURFHVVRGHUHVVRFLDOL]DomRGRSUHVRHGR
egresso.
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100
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empreendimentos.
101
Ainda que se entenda o trabalho, apenas na visão restrita de geração de emprego e renda. No Sistema Prisional
HQWHQGHPRVTXHRWUDEDOKRFRPD(FRQRPLD6ROLGiULDQHFHVVLWHVHUDLQGDPDLVGHVWDFDGRXPDYH]TXHRSULQFtSLR
EiVLFRTXHpRGDDXWRJHVWmRLPSOLFDQHFHVVDULDPHQWHDKXPDQL]DomRGRWUDEDOKRHGDVVXDVUHODo}HV
Orientações Curriculares das Diversidades Educacionais 228
PDLVDGLYHUVLGDGHLQHUHQWHj(-$&RQVWLWXHPDDPSOLDomRGDRIHUWDGD(GXFDomRGH
-RYHQVH$GXOWRVQRVHQWLGRGRFXPSULPHQWRjVH[LJrQFLDVOHJDLV1DSUiWLFDWDPEpP
WrPVLGRSURGXWRGDVOXWDVVRFLDLVSRUGLUHLWRVQHJDGRV$V2ULHQWDo}HV&XUULFXODUHVGL-
ULJLGDVDHVWDSRSXODomRVHSDXWDPSHORVPHVPRVSULQFtSLRVHFRQFHSo}HVFRQWLGRVDR
ORQJRGHVWHGRFXPHQWRUHVSHLWDGDVDVHVSHFL¿FLGDGHVWDQWRQRTXHFRQFHUQHDRWHPSR
quanto ao espaço.
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SUHWHQVmRGHFRQFOXtODVREYLDPHQWHD&RRUGHQDGRULDGD(GXFDomRGH-RYHQVH$GXO-
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VHXFXUUtFXOR
2VGRFXPHQWRVHHVWXGRVTXHWUDWDPGD(GXFDomRGH-RYHQVH$GXOWRVQDDWXD-
OLGDGHHVWDEHOHFHPGRSRQWRGHYLVWDWHyULFRHVWUHLWDUHODomRHQWUHD(-$HHVWHPXQGR
GRWUDEDOKRPHVPRTXDQGRDERUGDGRVQDyWLFDWUDGLFLRQDO&RQWXGRDVSUiWLFDVSH-
GDJyJLFDVFDSD]HVGHHIHWLYDUHVWDDSUR[LPDomRDLQGDVmRHVFDVVDV&DUHFHPGHPDLRU
quantidade e qualidade.
$LQWHJUDomRGDKLVWyULDHGDUHDOLGDGHGRHVWXGDQWHGD(-$FRPRFXUUtFXORHVWi
SUHVHQWHHPQRVVRGLVFXUVRGHSURIHVVRUHVLQFOXVLYHGHIRUPDUHFRUUHQWHPDVVHPD
PHVPDFRUUHVSRQGrQFLDSUiWLFD7HPVLGRXPGLiORJRGLItFLOjPHGLGDTXHSRGHH[SUHV-
VDUDIDOWDGRFRPSURPHWLPHQWRSROtWLFRFRPRVVXMHLWRVHQYROYLGRVGHPRQVWUDUIUDJLOLGD-
GHRXPHVPRDXVrQFLDGDIRUPDomRLQLFLDOHRXFRQWLQXDGDHIHWLYD
2WUDEDOKRHQTXDQWRDWLYLGDGHHFRQ{PLFDpDSRQWDGRSHODVSHVTXLVDVTXHWUDWDP
GD(-$FRPRRSULQFLSDOUHVSRQViYHOSHODHYDVmRHVFRODU(PHVPRTXDQGRVHHQWHQGH
102
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PXLWDVSHVVRDVLQGHSHQGHQWHVHTXDOL¿FDGDVRXQmR3$,9$&RQVXOWDGRHPGLVSRQtYHOHP
3DLYD-DQH(GXFDomRGHMRYHQVHDGXOWRVGLUHLWRFRQFHSo}HVHVHQWLGRV7(6(GH'RXWRUDGR
229 Orientações Curriculares das Diversidades Educacionais
D(FRQRPLD6ROLGiULDDSHQDVQXPDFRQFHSomRUHVWULWDjJHUDomRGHHPSUHJRHUHQGD
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FXUVRFRPVXFHVVR
0XLWRVDXWRUHVTXHSHVTXLVDPVREUHDWHPiWLFDGRWUDEDOKRKXPDQRDFUHGLWDPTXH
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SUHVHQWHVQDVVRFLHGDGHVWULEDLV628=$0$5&+,(0$&+$'2&RQWXGRFRP
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103
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104
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Orientações Curriculares das Diversidades Educacionais 230
WUDEDOKRGDYLGDGRVDEHUHGDFULDWLYLGDGHRFXSDRHVSDoRGRFDSLWDOHGDSURSULHGDGH
privada.
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VmRTXHDJOREDOL]DomRGDHFRQRPLDSURGX]DWXDOPHQWH6LWXDomRTXHOHYRXjpSRFDRV
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RSHUDWLYDV9HUGDGHLUDVDOWHUQDWLYDVGHFRQWUDSRVLomRDRFDSLWDOLVPR&DEHSRQWXDUTXH
WDPEpPGHFRUUHPGHVWDVLWXDomRDRUJDQL]DomRGRVSULPHLURV6LQGLFDWRV
,QHUHQWHjUHDOLGDGHGRVHVWXGDQWHVGD(-$RPXQGRGRWUDEDOKRQmRSRGH¿FDU
VHSDUDGR GR VHX FXUUtFXOR 2 TXH QmR VLJQL¿FD QHFHVVDULDPHQWH D RIHUWD GR HQVLQR
SUR¿VVLRQDOL]DQWH 7DPSRXFR TXH D HVFROD HRX SURIHVVRUHV GHYHP RUJDQL]DU JUXSRV
SURGXWLYRVQRVHXLQWHULRU1RHQWDQWRWHPDUHVSRQVDELOLGDGHGHIRPHQWDUDGLVFXVVmR
HDSRQWDURXWUDVIRUPDVGHWUDEDOKRVHGHHFRQRPLDDOWHUQDWLYRV
2WUDEDOKRpXPGRVSULQFLSDLVIXQGDPHQWRVFRQVWLWXLQWHVGDSURSRVWDSHGDJyJL-
FDRULHQWDGDD-RYHQVH$GXOWRVHVWXGDQWHVFRQIRUPHRSHQVDUGH*DGRWWLH*XWLHUUH]
(1999), Ireland (2004), Romão (2008), Savianni (1998) e Nosela (1987), entre muitos
pesquisadores.
$(FRQRPLD6ROLGiULDUHD¿UPDRVHL[RVQRUWHDGRUHVGRFXUUtFXORGD(-$(PTXH
SHVHPDVFRQWUDGLo}HVTXHRWUDEDOKRQDFRQFHSomRFDSLWDOLVWDFRQWpPYLDGHUHJUD
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08/2 $LQGD DVVLP SRGH VHUYLU SDUD D HPDQFLSDomR GR WUDEDOKDGRU VH HVWH
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WDPHQWHFRPDHGXFDomRLQGtJHQD2VVDOHVLDQRVDPSOLDUDPRDWHQGLPHQWRDRVtQGLRV
[DYDQWHVRVMHVXtWDVDXPHQWDUDPRLQWHUQDWRGH8WLDULWLDEDQGRQDGRSHORVPLOLWDUHVHD
)81$,FULRXGLYHUVDVHVFRODVFRPRR¿]HUDPWDPEpPDVPLVV}HVHYDQJpOLFDVD23$1
DVSUHIHLWXUDVPXQLFLSDLVHD6('8&&RPRYHPRVRVSRYRVLQGtJHQDVGH0DWR*URV-
VRFRQKHFHUDPDVPDLVGLYHUVDVIRUPDVHHVWUDWpJLDVGHHVFRODUL]DomR(PWRGDVHODV
SRUpPDVDJrQFLDVH[WHUQDVVHPSUHGRPLQDUDPRHVSDoRHVFRODUTXHUSHODHVFROKDGD
GLUHomRHGHSURIHVVRUHVQmRtQGLRVTXHUSHORFRQWUROHGDVFRQGXWDVGRVDOXQRVHGH
WRGDDFRPXQLGDGHHGXFDWLYD$SDUWLFLSDomRLQGtJHQDUHVWULQJLDVHDSHQDVjIRUPDomR
GRFRUSRGLVFHQWHDRDX[tOLRGH³PRQLWRUHV´HHPDOJXQVFDVRVDPHPEURGDFRPXQL-
GDGHTXHRFDVLRQDOPHQWHLDPjHVFRODSDUD³FRQWDUDFXOWXUD´
8PDVHJXQGDFDUDFWHUtVWLFDSUHVHQWHQDVHVFRODVLQGtJHQDVHP0DWR*URVVRDWp
DGpFDGDGHIRLDGHVDUWLFXODomRLQWHULQVWLWXFLRQDO$VGLIHUHQWHVDJrQFLDVGHVHQ-
YROYHUDP VXDV LQLFLDWLYDV GH DFRUGR FRP R VHX SHU¿O LQVWLWXFLRQDO H VHJXQGR RV VHXV
LQWHUHVVHVHVSHFt¿FRVVHPRFXSDUVHHPFRQKHFHURXLQFRUSRUDUDVH[SHULrQFLDVEHP-
VXFHGLGDVGDVGHPDLV&DGDLQVWLWXLomRSURFXUDYDOHJLWLPDUVHMXQWRjSRSXODomRTXH
atendia e aí garantir o seu espaço. O resultado não poderia ser outro senão a fragmen-
WDomRHDGHVDUWLFXODomRGDVDo}HVDLQH[LVWrQFLDGHGLUHWUL]HVJHUDLVSDUDDHGXFDomR
HVFRODUHDSUROLIHUDomRGHSUREOHPDVGHRUGHPUHOLJLRVDOLQJXtVWLFDRUWRJUi¿FD¿QDQ-
FHLUDHWFQRLQWHULRUGDVFRPXQLGDGHVHVSHFLDOPHQWHGDTXHODVHPTXHDWXDYDPPDLV
de uma instituição.
245 Orientações Curriculares das Diversidades Educacionais
2XWUDFDUDFWHUtVWLFDJHUDOGDVHVFRODVDWpDGpFDGDGHIRUDPDVIUHTXHQWHV
LQWHUUXSo}HVGDVDWLYLGDGHVHVFRODUHVTXHUSHODDXVrQFLDGHSURIHVVRUHVQDVDOGHLDV
TXHUSHODFRQFRUUrQFLDGDHVFRODFRPRXWUDVDWLYLGDGHVFRPPDLRUVLJQL¿FDGRFXOWXUDO
SDUDDVFRPXQLGDGHV
3RU ~OWLPR WLYHPRV FRPR UHJUD JHUDO D LPSRVLomR H[WHUQD GRV FXUUtFXORV H GDV
metodologias de ensino. Ainda que a legislação federal não impedisse (mas também
QmRLQFHQWLYDVVHRVFRQWH~GRVHPHWRGRORJLDVSUySULDVDVFRPXQLGDGHVHQFRQWUDYDP
GL¿FXOGDGHV SDUD PRGL¿FDU R PRGHOR GH HVFROD LQFXOFDGR DR ORQJR GH GpFDGDV SHODV
DJrQFLDVH[WHUQDVHHPJUDQGHSDUWHLQFRUSRUDGRQRLPDJLQiULRLQGtJHQD
8PFHQiULRGHPXGDQoDVPDLVVLJQL¿FDWLYDVYLULDDRFRUUHUDSDUWLUGDGpFDGDGH
FRPRUHVXOWDGRGHGLYHUVRVIDWRUHVLQWHUQRVHH[WHUQRV
1RFDPSRGR³PRYLPHQWRLQGtJHQD´FULDUDPVHHIRUWDOHFHUDPVHDVLQVWkQFLDVGH
UHSUHVHQWDWLYLGDGHGHGLVFXVVmRMXUtGLFDHSROtWLFDHGHRUJDQL]DomRGDVFRPXQLGDGHV
1HVVHPRYLPHQWRRVSUySULRVtQGLRVSDVVDUDPDUHLYLQGLFDUHSRVWHULRUPHQWHDRFXSDU
PXLWRVFDUJRVHHVSDoRVLQVWLWXFLRQDLVDQWHULRUPHQWHUHVWULWRVDQmRtQGLRV$³HVFRODGR
ID]GHFRQWD´SUHFLVRXVHUVXEVWLWXtGDSRUXPD³HVFRODGHYHUGDGH´TXHRIHUHFHVVHDV
FRQGLo}HVLQGLVSHQViYHLVDRH[HUFtFLRGDVQRYDVIXQo}HV
1R FDPSR H[WHUQR WLYHPRV FRPR PDUFR GH XPD QRYD DERUGDJHP GD HGXFDomR
HVFRODU LQGtJHQD D UHDOL]DomR GR 3ULPHLUR (QFRQWUR 1DFLRQDO GH 7UDEDOKR VREUH (GX-
FDomR,QGtJHQDFRRUGHQDGRSHOD&RPLVVmR3UyËQGLRGH6mR3DXORTXHUHXQLX
UHSUHVHQWDQWHVGHGH]HQDVGHDJrQFLDVHGXFDFLRQDLVSDUD³GHEDWHUFRPSURIXQGLGDGH
DVLPSOLFDo}HVGHXPDHVFRODFHUFHDGRUDHDXWRULWiULDGLULJLGDSRUDJHQWHVH[WHUQRV´
1DGpFDGDGHRSURFHVVRGHHODERUDomRFRQVWLWXFLRQDOIH]QDVFHUGLYHUVDV
DVVRFLDo}HVJUXSRVGHWUDEDOKRRUJDQL]Do}HVQmRJRYHUQDPHQWDLVHWFYROWDGDVSDUD
D HGXFDomR HVFRODU LQGtJHQD (ODV VH WRUQDUDP HVSDoRV GH UHÀH[mR SHVTXLVD H DV-
VHVVRUDPHQWREHPFRPRGHSURSRVLomRGHFXUVRVSURGXomRGHPDWHULDLVGLGiWLFRVH
DFRPSDQKDPHQWRSHGDJyJLFRjVHVFRODV2SUySULRSRGHUS~EOLFRUHIRUPXORXVHXGLV-
FXUVRHVXDSUiWLFDLQWHJUDFLRQLVWDHHQFDPLQKRXRVQRVHQWLGRGHSURSLFLDUXPDHGXFD-
omRHVFRODUDGHTXDGDDRVLQWHUHVVHVGDVVRFLHGDGHVLQGtJHQDV
3DUDFRRUGHQDUHVVDVDo}HVHP0DWR*URVVRIRLFULDGDD&RRUGHQDGRULDGH$VVXQ-
WRV,QGtJHQDVXPDLQVWkQFLDGHDUWLFXODomRSROtWLFDHDGPLQLVWUDWLYDYLQFXODGDDRJDEL-
QHWHGRVHFUHWiULRFKHIHGD&DVD&LYLO$6('8&UHHVWUXWXURXRVHWRUGHDWHQGLPHQWRjV
HVFRODVLQGtJHQDVHDSRLRXDVDo}HVGR&RQVHOKRGH(GXFDomR(VFRODU,QGtJHQD&((,
07XPyUJmRGHOLEHUDWLYRHGHFRPSRVLomRSDULWiULDTXHSDVVDULDDFRRUGHQDUDSROtWLFD
GHHGXFDomRHVFRODULQGtJHQDQR(VWDGRHDVVHVVRUDUQDLPSODQWDomRGHVXDVPHWDV
Como uma das primeiras medidas propostas pelo CEEI/MT, realizou-se no ano de
XPDPSORGLDJQyVWLFRGDUHDOLGDGHHVFRODULQGtJHQDQR(VWDGRLQVWUXPHQWRTXH
VHUYLULDGHEDVHSDUDDGH¿QLomRGRVSURJUDPDVGHDomRSDUDRVDQRVVXEVHTXHQWHV
UDPVHRVSURMHWRVGHIRUPDomRGHSURIHVVRUHVGHQtYHOPpGLRHVXSHULRUHDVLQLFLDWLYDV
GHUHJXODUL]DomRGDVHVFRODVLQGtJHQDVYLQFXODGDVjVUHGHVPXQLFLSDLVHHVWDGXDOGH
ensino.
$WXDOPHQWHDVHVFRODVLQGtJHQDVGH0DWR*URVVRWrPFRPRSULQFLSDLVSURWDJRQLV-
WDVRVVHXVSURIHVVRUHVHUHVSHFWLYDVFRPXQLGDGHV7UDWDVHGHXPQRYRSHU¿OGHHVFROD
LQGtJHQDHPSURFHVVRGHFRQVROLGDomRHTXHSRUWDQWRSUHFLVDVHUDFRPSDQKDGDSHOR
SRGHUS~EOLFRHSHODVLQVWLWXLo}HVGHDSRLRVHMDPHODVGHkPELWRLQWHUQRRXH[WHUQR
2JRYHUQRIHGHUDOWDPEpPYHPFRQWULEXLQGRFRPDRDSHUIHLoRDPHQWRGHGLUHWUL]HV
HQRUPDVQDFLRQDLVSDUDDVHVFRODVLQGtJHQDVEHPFRPRFRPR¿QDQFLDPHQWRGHSUR-
jetos relevantes desenvolvidos pelos estados.
(VVDFRQYHUJrQFLDGHHVIRUoRVGRVSURIHVVRUHVGDVFRPXQLGDGHVLQGtJHQDVGR
SRGHU S~EOLFR H GDV LQVWLWXLo}HV GH DSRLR 8QLYHUVLGDGHV 21*V HWF DSRQWD SDUD D
SRVVLELOLGDGHGHXPQRYRSDVVRQRIRUWDOHFLPHQWRGDVHVFRODVLQGtJHQDV7UDWDVHGD
FRQVWUXomRGHXPDHVFRODFUtWLFDSURSRVLWLYDHYROWDGDSDUDRVLQWHUHVVHVHQHFHVVLGD-
GHVGHVXDVFRPXQLGDGHV8PDHVFRODHPTXHWRGRVSRVVDPVHURV³DXWRUHVSULQFLSDLV´
RVSURWDJRQLVWDVGRVHXSURFHVVRGHIRUPDomReQHVVHVHQWLGRTXHHVWmRVHQGRDSUH-
VHQWDGDVDV2ULHQWDo}HV&XUULFXODUHVSDUDDVHVFRODVLQGtJHQDVRUJDQL]DGDVQDIRUPD
GH&LFORVGH)RUPDomR
$VVRFLHGDGHVKXPDQDVRUJDQL]DPVXDYLGDVRFLDOHFRQ{PLFDRXFXOWXUDOFRQ-
IRUPHRVLQWHUHVVHVSRVVLELOLGDGHVHFDUDFWHUtVWLFDVSUySULDV2QDVFLPHQWRRGHVHQ-
YROYLPHQWR LQIDQWLO DV GLIHUHQWHV IRUPDV GH LQLFLDo}HV R FDVDPHQWR H D YHOKLFH VmR
DFRQWHFLPHQWRVPDUFDGRVHPGLYHUVDVFXOWXUDVSRUFHOHEUDo}HVHSRUULWXDLVUHSOHWRV
GHVLJQL¿FDGRV
$YLGDFRWLGLDQDRVKiELWRVDOLPHQWDUHVDOtQJXDDVDUWHVDVIRUPDVGHRUJDQL-
]DomRVRFLDOHWFVmRHQVLQDGDVHDSUHQGLGDVUHSURGX]LGDVRXPRGL¿FDGDVVHJXQGRR
LGHiULRHDVFRQGLo}HVREMHWLYDVH[LVWHQWHVHPFDGDVRFLHGDGHHHPFDGDpSRFDeHVVD
GLQkPLFDGHFRQVWUXomRGRVLGHDLVGDSHVVRDKXPDQDHPFDGDVRFLHGDGHTXHFDUDFWH-
riza o seu processo educacional.
GDTXHOHVTXHH[LVWLDPDQWHULRUPHQWH2LQJUHVVRGHHTXLSDPHQWRVDOLPHQWDomRVDOi-
ULRVHWFpEDVWDQWHVLJQL¿FDWLYRHFULDVLWXDo}HVHUHODo}HVDQWHVGHVFRQKHFLGDVSHOD
FRPXQLGDGH
$V QRYDV IRUPDV GH RUJDQL]DomR GR WHPSR H GR HVSDoR WUD]LGDV SHODV HVFRODV
VmRLJXDOPHQWHLPSRUWDQWHVWDQWRSHORVHIHLWRVVREUHRPRGRWUDGLFLRQDOGHRUJDQL]DomR
VRFLDOTXDQWRSRUVHWUDWDUGHXPDLQVWLWXLomRTXHGHVHQYROYHDWLYLGDGHVGHORQJDGXUD-
omR(PPXLWRVFDVRVDHVFRODRFXSDDPDLRUSDUFHODGRWHPSRGLiULRSHUPDQHFHQDV
DOGHLDVSRUPXLWDVGpFDGDVHUDUDPHQWHHQFHUUDRVHXWUDEDOKR
(QTXDQWRJHUDGRUDGHQRYDVLQIRUPDo}HVDHVFRODLQGtJHQDGLVSRQLELOL]DFRQKHFL-
PHQWRVH[WHUQRVGiOKHVVLJQL¿FDGRHRVGLVSRQLELOL]DSDUDDXWLOL]DomRQRFRWLGLDQRGDV
FRPXQLGDGHV0DVVHSRUXPODGRWUD]SDUDDVRFLHGDGHDVLQIRUPDo}HVQHFHVViULDV
SDUDHQIUHQWDUQRYDVUHDOLGDGHVSRURXWURH[LJHTXHHODDSUHQGDDOLGDUFRPXPFRQKH-
FLPHQWRHVWUDQKRDRVLVWHPDWUDGLFLRQDO
3RULVVRXPDHVFRODSUHRFXSDGDFRPDDXWRQRPLDLQGtJHQDVHUiDTXHODTXHDMXGD
DVRFLHGDGHDWHUFRQWUROHVREUHVHXVUHFXUVRVVDEHUHVHPRGRGHRUJDQL]DomRHJHV-
tão.
A escola indígenaDWXDOPHQWHRFXSDXPOXJDUGHGHVWDTXHQDVUHODo}HVLQWHUFXOWX-
UDLVXPDYH]TXHpSHUFHELGDFRPRXPHVSDoRSULYLOHJLDGRSDUDSURGXomRGDFXOWXUDH
LQWHUFDPELRGHFRQKHFLPHQWRVHQWUHDVVRFLHGDGHV
(DVVRFLHGDGHVLQGtJHQDVRTXHSHQVDPVREUHDVVXDVHVFRODV"
(PXPDPSOROHYDQWDPHQWRUHDOL]DGRDSDUWLUGHWH[WRVSURGX]LGRVSRUSURIHVVRUHV
indígenas de Mato Grosso108IRUDPFROKLGRVGLYHUVRVGHSRLPHQWRVTXHSRGHPVHUUHVX-
midos nos seguintes objetivos gerais:
108
(VSHFLDOPHQWHQRVVHJXLQWHVHYHQWRV&RQIHUrQFLD$PHUtQGLDGH(GXFDomRHR&RQJUHVVRGH3URIHVVRUHV,QGtJH-
nas do Brasil, (Cuiabá, novembro 1997); Curso de formação de professores indígenas nos quatro polos regionais
GR3URMHWR7XFXPH6HPLQiULRVHVSHFt¿FRVVREUHR5HIHUHQFLDO&XUULFXODU1DFLRQDOSDUDDV(VFRODV
,QGtJHQDV&XLDEi&DQDUDQDHÈJXD%RD$YDOLDomRH[WHUQDGR7HUFHLUR*UDX,QGtJHQD%DUUDGR%XJUHV
2005).
Orientações Curriculares das Diversidades Educacionais 248
D(VFRODDGHTXDGDpDTXHODTXH³LQIRUPDVREUHDVFRLVDVGRVµEUDQFRV¶´
E(VFRODDGHTXDGDpDTXHODTXH³DMXGDDJHQWHDVHYLUDUQDFLGDGH´
F(VFRODDGHTXDGDpDTXHODTXH³GHIHQGHRVQRVVRVGLUHLWRV´
G(VFRODDGHTXDGDpDTXHODTXH³SUHSDUDSDUDFRQVHJXLUQRYRVWUDEDOKRV´
H(VFRODDGHTXDGDpDTXHODTXH³UHFRQVWUyLDQRVVDFXOWXUDHDQRVVDKLVWyULD´
(VVHVGHSRLPHQWRVSURS}HPGLYHUVDVPLVV}HVSDUDDHVFRODWDLVFRPRDYD-
ORUL]DomR FXOWXUD H D UHWRPDGD GDV SUiWLFDV OLQJXtVWLFDV H FXOWXUDLV HVTXHFLGDV HP
UD]mR GR FRQWDWR H D SUHSDUDomR SDUD R FRQYtYLR FRP D UHDOLGDGH QDFLRQDO 6XDV
palavras de ordem são informar, defender, preparar, respeitar e reconstruir. O espa-
oRHVFRODUDQWHVDVVRFLDGRDRVLQWHUHVVHVGRFRORQL]DGRUSDVVDDVHULGHQWL¿FDGR
FRPRXPOXJDUGHFRQYtYLRGHGLIHUHQWHVVDEHUHV2HVSDoRHVFRODUDQWHVDVVRFLDGR
DR GRPtQLR GR FRORQL]DGRU SDVVD D VHU LGHQWL¿FDGR FRPR XP OXJDU GH FRQYtYLR GH
GLIHUHQWHVVDEHUHV7RUQDVHRFHQWURGHLUUDGLDomRGDFXOWXUDOtQJXDP~VLFDGDQ-
oDPHGLFLQDWUDGLFLRQDOHWF3RUWDQWRDHVFRODGHVHMDGDpDTXHODTXH³sabe dizer
HVDEHID]HU´LVWRpXPDLQVWLWXLomRFRPRGLVFXUVRHDSUiWLFDYROWDGRVSDUDDUH-
FRQVWUXomRFXOWXUDO
$VVLPFRQFHELGDDLQVWLWXLomRHVFRODUWRUQDVHXPLQVWUXPHQWRGHFRQTXLVWDGH
DXWRQRPLDHGHD¿UPDomRGRVSRYRVLQGtJHQDV
249 Orientações Curriculares das Diversidades Educacionais
$OXQRV3yOR&DQDUDQD6('8&07
(PWRGDVDVFXOWXUDVHHPWRGDVDVVRFLHGDGHVH[LVWHPLQVWLWXLo}HVHQFDUUHJDGDV
GHHVWDEHOHFHUDVQRUPDVGHFRQGXWDRVWHPSRVHHVSDoRVFRQVLGHUDGRVDGHTXDGRV
para promover a formação individual e grupal dos seus membros. A escola é uma dessas
LQVWLWXLo}HVTXHVHFRQVROLGDUDPQDVVRFLHGDGHVPRGHUQDVHTXHYrPVHLQVWLWXLQGRWDP-
EpPQDVVRFLHGDGHVLQGtJHQDV&RPRWDOpXPQRYRHVSDoRHGXFDWLYRLQFRUSRUDGRDR
FRWLGLDQRLQGtJHQDHTXHYHPVRPDUVHjVGHPDLVLQVWLWXLo}HVH[LVWHQWHV1mRpD~QLFD
LQVWLWXLomRTXHHQVLQDPDVOKHpGHOHJDGDXPDWDUHIDFXMRVREMHWLYRVHVSDoRVWHPSRV
FRQWH~GRVHWFVmRGH¿QLGRVSHODVFRPXQLGDGHVHSHORSRGHUS~EOLFRTXHYLDELOL]DVHX
IXQFLRQDPHQWRHUHFRQKHFLPHQWR3RUWDQWRRPRGRGHIXQFLRQDPHQWRGDVHVFRODVLQ-
GtJHQDVVXS}HXPDµQHJRFLDomR¶HQWUHRTXHpHVWDEHOHFLGRSHODVGLUHWUL]HVQDFLRQDLVH
DVFDUDFWHUtVWLFDVLQWHUHVVHVHQHFHVVLGDGHVGHFDGDFRPXQLGDGHHGXFDWLYDHVSHFt¿FD
1RV~OWLPRVDQRVRVSURIHVVRUHVLQGtJHQDVDVFRPXQLGDGHVHRSRGHUS~EOLFRYrP
SHUFHEHQGRTXHpSRVVtYHODSHUIHLoRDURPRGRGHIXQFLRQDPHQWRGDVHVFRODVGHIRUPD
DREWHUUHVXOWDGRVPDLVVDWLVIDWyULRVGRTXHRVDWpDTXLYHUL¿FDGRV3RULVVRHVWiVHQGR
proposta e implantada uma nova forma de organização do ensino fundamental e médio
HPWRGDVDVHVFRODVGH0DWR*URVVRGHQRPLQDGD³Escola organizada por ciclos de
formação humana´RXFRPRpFRQKHFLGDXVXDOPHQWH³Escola Ciclada´
7UDWDVHSRUWDQWRGHXPSURFHVVRFRQWtQXRGHFRQVWUXomRHUHFRQVWUXomRGHFR-
QKHFLPHQWRVTXHÀH[LELOL]DDVHWDSDVHVWDEHOHFLGDVSHORVDQRVOHWLYRVRXSHODVVpULHVGD
(GXFDomR%iVLFDHUHGX]RVREVWiFXORVTXHLPSHGHPRVHVWXGDQWHVGHGHVHQYROYHUHP
VHXSHUFXUVRHVFRODUFRPRUHSURYDomRHYDVmRHIUDJPHQWDomRGDVGLVFLSOLQDVHVWDQ-
ques. (Idem, pág. 23).
$RHVWDEHOHFHUQRYDVPDQHLUDVGHRSHUDFLRQDOL]DURHQVLQRRVFLFORVGHIRUPDomR
RWLPL]DPDHVWUXWXUDFXUULFXODUIDFLOLWDPDRUJDQL]DomRGRSURFHVVRHGXFDWLYRHDGHPR-
FUDWL]DomRGRHVSDoRHVFRODUUHVSHLWDPRVULWPRVGHDSUHQGL]DJHPGRVHVWXGDQWHVH
LQFHQWLYDPDLPSODQWDomRGHXPSURFHVVRGLQkPLFRHFRQWtQXRQRDWRGHHQVLQDUHGH
aprender.
$OpPGLVVRRVFLFORVIDFLOLWDPDVYLYrQFLDVFXUULFXODUHVGHWHPSRVHVSDoRV
KDELOLGDGHVYDORUHVFRQKHFLPHQWRVSUpYLRVHSHUFXUVRVGHVXDDSUHQGL]DJHPGH
FDGD HVWXGDQWH UHVSHLWDQGR DV VXDV FDUDFWHUtVWLFDV HWiULDV H FXOWXUDLV SiJ
2XGLWRGHRXWUDIRUPDWUDWDVHGHXPDSUi[LVHGXFDWLYDTXHFRQVLGHUDDIRUPDomR
GR HGXFDQGR LGDGH FURQROyJLFD YLYrQFLD VRFLRFXOWXUDO H FDSDFLGDGH GH DSUHQGHU
WHQGRSUHVHQWHVRVLQWHUHVVHVHVSHFtILFRVGHFDGDIDL[DHWiULDHFRQWH[WRJHUDOGR
estudante.
$RGHPDUFDURWHPSRHVFRODUGHPDQHLUDPDLVÀH[tYHORVFLFORVSRVVLELOLWDPDRV
HVWXGDQWHVXPDPDLRUPRELOLGDGHQRSURFHVVRGHDSUHQGL]DJHPHRHVWDEHOHFLPHQWRGH
SHUFXUVRVHULWPRVGLIHUHQFLDGRVTXHUQDDSURSULDomRGHFRQKHFLPHQWRVTXHUQDDVVL-
PLODomRGHYDORUHVHFRQGXWDVWLGRVFRPRSUySULRVHPFDGDVRFLHGDGH
3RU¿PRVFLFORVGHIRUPDomRIDFLOLWDPDRUJDQL]DomRGHWXUPDVSRULGDGHHSHUPL-
WHPTXHRVHVWXGDQWHVYLYHQFLHPXPSURFHVVRGHLQWHUDomRHGHWURFDVGHFRQKHFLPHQ-
WRVDGHTXDGRDFDGDIDL[DHWiULD
&RPRSRGHVHUYLVWRWUDWDVHGHXPDHVWUDWpJLDSHGDJyJLFDPXLWRVLPLODUjTXHOD
DGRWDGDQRSURFHVVRGHIRUPDomRFXOWXUDOGHGLYHUVRVSRYRVLQGtJHQDV&DGDDSUHQGL]
RXHGXFDQGRGHVHQYROYHVXDLQLFLDomROHYDQGRHPFRQWDVXDVFRQGLo}HVHFDUDFWHUtV-
WLFDVVHXVULWPRVHFDSDFLGDGHVKDELOLGDGHVHWFHWHQGRFRPRPDUFRRVSDUkPHWURV
HVWDEHOHFLGRVSHODFXOWXUD1RFDVRGDHGXFDomRHVFRODUHVVHVSDUkPHWURVVmRGH¿QL-
GRVQDVGLUHWUL]HVFXUULFXODUHVTXHSRUVXDYH]GHYHPUHVSHLWDUDVHVSHFL¿FLGDGHVGH
FDGDFRPXQLGDGHHGXFDWLYD
e FRP HVVD SHUVSHFWLYD TXH D 6HFUHWDULD GH (VWDGR GH (GXFDomR H R &RQVHOKR
GH (GXFDomR (VFRODU ,QGtJHQD GH 0DWR *URVVR HVWmR DSUHVHQWDQGR jV FRPXQLGDGHV
LQGtJHQDVDVRULHQWDo}HVFXUULFXODUHVSDUDRHQVLQRIXQGDPHQWDOHPpGLRRUJDQL]DGRGH
PDQHLUDLQWHUGLVFLSOLQDUHVREDIRUPDGHFLFORVGHIRUPDomRKXPDQD
251 Orientações Curriculares das Diversidades Educacionais
EIXOS TEMÁTICOS
$HVFROKDGHHL[RVWHPiWLFRVSDUDRFXUUtFXORHVFRODUpWLGDFRPRXPDHVWUDWpJLD
GLGiWLFD H PHWRGROyJLFD TXH IDFLOLWD D DUWLFXODomR HQWUH GLIHUHQWHV iUHDV GH IRUPDomR
KXPDQD/LQJXDJHQV&LrQFLDV+XPDQDVH&LrQFLDV1DWXUDLVH0DWHPiWLFDHRVFRQKH-
FLPHQWRV WUDGLFLRQDLV LQGtJHQDV H QRYRV VDEHUHV DGYLQGRV GDV UHODo}HV LQWHUFXOWXUDLV
3RUWDQWRVmRPDLVXPUHFXUVRTXHRVSURIHVVRUHVHDFRPXQLGDGHSRGHPXWLOL]DUSDUD
DFRQVWUXomRGHFXUUtFXORVHVFRODUHVÀH[tYHLVUHOHYDQWHVHDGHTXDGRVDRVVHXVLQWHUHV-
VHVHQHFHVVLGDGHV
1HVWDV2ULHQWDo}HV&XUULFXODUHVVmRDSUHVHQWDGRVDOJXQVHL[RVWHPiWLFRVTXHIR-
UDPSURSRVWRVHPGRFXPHQWRVQDFLRQDLV5HIHUHQFLDO&XUULFXODU1DFLRQDOSDUDDV(V-
FRODV,QGtJHQDV5&1(,6HPSURMHWRVGHIRUPDomRGHSURIHVVRUHVGHVHQYROYLGRVHP
0DWR*URVVR3URMHWR7XFXP+DL\{H/LFHQFLDWXUDV,QGtJHQDV HSURMHWRVSROtWLFRVSHGD-
JyJLFRVGHGLYHUVDVHVFRODVLQGtJHQDVDOpPGHLQGLFDo}HVDSUHVHQWDGDVHPHQFRQWURV
seminários e outros eventos realizados no Estado nos últimos anos. De um modo geral,
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nas e muitos outros grupos e pessoas oriundas de diversos estados e países. A
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prios de organização e representação são previstos na Constituição Federal e
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terras indígenas e as suas formas de organização e de representação, por se
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$UWHV(GXFDomR)tVLFDH(GXFDomR5HOLJLRVDRSWDWLYDECiências Humanas e So-
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gias.
Linguagens
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sobrenaturais.
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mentos;
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universal da arte;
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revitalização.
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mundial.
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aos povos indígenas;
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a torná-lo instrumento para a ação, tendo em vista a melhoria da qualidade de
vida de seu povo;
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Orientações Curriculares das Diversidades Educacionais 258
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povo e traçar suas semelhanças e respeitando as diferenças das de outros povos;
,GHQWL¿FDURVPDUFDGRUHVGHWHPSRHGHpSRFDVSRUPHLRGHLQGLFDGRUHVpWQLFRV
FRPSRUWDPHQWRGRVDQLPDLVDYHVSHL[HVIUXWDVÀRUHVHVWDo}HVFKXYDVVH-
FDVHWF
5HFRQKHFHULGHQWL¿FDUHYDORUL]DURVFLFORVGHIRUPDomRKXPDQDGRVHXSRYR
LQIkQFLDSXEHUGDGHMXYHQWXGHPDWXULGDGHHYHOKLFHGHQWUHRXWUDV
&RPSUHHQGHUDRUJDQL]DomRVRFLDOGDDOGHLDFRQIRUPHSRUPHLRGDLGHQWL¿FDomR
GRVDWRUHVVRFLDLVSROtWLFRVFXOWXUDLVHWFGRVHXSRYR
6DEHU UHSUHVHQWDU DV IRUPDV GH RUJDQL]DomR VRFLDO PHWDGH FOmV JUXSRV GH
SHUWHQFLPHQWRHWFSRUPHLRGHUHSUHVHQWDo}HVPDWHPiWLFDV
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RVPHVPRVQDGLPHQVmRORFDOUHJLRQDOHSODQHWiULD
'HVHQYROYHUDFRQVFLrQFLDFUtWLFDVREUHDVFDXVDVHFRQVHTXrQFLDVGDGHSUHGD-
omRGHVWUXLomRGRPHLRDPELHQWHHPkPELWRORFDOUHJLRQDOHSODQHWiULR
'HEDWHUHIRUPDUFRQFHLWRVVREUHSURGXomRHGHVWLQRGHUHVtGXRVVyOLGRVHOtTXL-
GRVOL[RHVJRWRGHWULWRVHWFGLIHUHQFLDQGRRVFRPRRUJkQLFRRXLQRUJkQLFR
259 Orientações Curriculares das Diversidades Educacionais
7HU UHÀH[mR FUtWLFDVREUH PDWHULDLV WUD]LGRV GDVFLGDGHV H TXH VH WRUQDP OL[R
SROXHQWHVRXWy[LFRV
,GHQWL¿FDUKiELWRVWUDGLFLRQDLVVDXGiYHLVHRVDGTXLULGRVSRUIRUoDGHPXGDQoD
de vida e hábitos;
&RQFHLWXDUKiELWRVVDXGiYHLVHLGHQWL¿FiORVFRPRIRUPDLPSUHVFLQGtYHOSDUDVH
ter uma boa saúde;
5HFRQKHFHUHYDORUL]DUDVIRUPDVHDVFRQVWUXo}HVDUTXLWHW{QLFDVGRVHXSRYR
,GHQWL¿FDURVPDUFDGRUHVGHWHPSRGDVXDFXOWXUD
'LIHUHQFLDUHLGHQWL¿FDUDVGLIHUHQWHVIRUPDVJHRPpWULFDV
5HFRQKHFHUHFRPSUHHQGHUFRPRVmRRUJDQL]DGDVDVWDEXDGDVGHDGLomRVXE-
WUDomRPXOWLSOLFDomRHGLYLVmR
&RQFHLWXDULGHQWL¿FDUUHFRQKHFHUFRPSUHHQGHUHXWLOL]DUDVTXDWURRSHUDo}HV
fundamentais:
9DORUL]DUDVWHUUDVLQGtJHQDVHVSHFLDOPHQWHDVRFXSDGDVSRUVHXSRYRFRPFXL-
GDGRVSDUDFRQVHUYDUHRXSUHVHUYDUIDXQDHÀRUD
9DORUL]DUDD¿UPDUDpSRFDGHUHSURGXomRGHPDPtIHURVSHL[HVDYHVHRXWURV
seres vivos;
9DORUL]DUHUHVSHLWDUDpSRFDGDSLUDFHPD
,GHQWL¿FDUHFRPEDWHUSHVFDHFDoDSUHGDWyULDV
'LVFXWLURVHIHLWRVQRFLYRVGHFRUUHQWHVGDVTXHLPDGDV
&RQFHLWXDUUHFRQKHFHULGHQWL¿FDUHGLVWLQJXLUiJXDSRWiYHOiJXDSROXtGDHiJXD
LPSUySULDSDUDFRQVXPR
&RPSUHHQGHURVLVWHPDGHQXPHUDomRGHFLPDOHRVVLVWHPDVGHFRQWDJHPGR
seu povo;
5HÀHWLU VREUH RV UHFXUVRV QDWXUDLV H[LVWHQWHV QDV WHUUDV LQGtJHQDV H VREUH DV
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5HÀHWLU VREUH RV DQLPDLV WRWHQV RX SODQWDV WRWHQV GLUHWDPHQWH UHODFLRQDGRV
FRPFDGDSRYRHVREUHRVULVFRVGHFRUUHQWHVGRVHXHYHQWXDOGHVDSDUHFLPHQ-
to;
5HFRQKHFHULGHQWL¿FDUHFODVVL¿FDUSODQWDVVDJUDGDVGRVHXSRYRHVSHFLDOPHQ-
WHDVGHFRQKHFLPHQWRFRPXPDWRGRV
Orientações Curriculares das Diversidades Educacionais 260
AVALIAÇÃO
9(WDSD+DL\{-XtQD3yOR,6('8&07
&RPR p LQGLFDGR QR 5HIHUHQFLDO &XUULFXODU 1DFLRQDO SDUD DV (VFRODV ,QGtJHQDV-
5&1(,DDYDOLDomRpDLQGDXPWHPDSROrPLFRHTXHWHPFDXVDGRPXLWDDQJ~VWLDHQWUH
SURIHVVRUHVHVWXGDQWHVHFRPXQLGDGH2VSURIHVVRUHVVHHVIRUoDPSDUDVHUMXVWRVHFD-
SD]HVGHLGHQWL¿FDURTXHVHXVDOXQRVDSUHQGHPRVDOXQRVPXLWDVYH]HVFRQVLGHUDP
TXHDVQRWDVQmRH[SUHVVDPVHXDSUHQGL]DGRRVSDLVGHVHMDPTXHDDYDOLDomRLQGLTXH
FRPVHJXUDQoDRVDYDQoRVFRQVHJXLGRVSRUVHXV¿OKRV
$ DYDOLDomR p WLGD FRPR XPD DSUHFLDomR TXDOLWDWLYD VREUH GDGRV UHOHYDQWHV GR
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VREUHRVHXWUDEDOKR/XFNHVL(ODUHYHODRGHVHQYROYLPHQWRGRHGXFDQGRHSRGH
VHUGHVHQYROYLGDHPWUrVPRPHQWRVFKDYHVGRSHUtRGRHVFRODU
a) Avaliação DiagnósticaeDDYDOLDomRLQLFLDOGHXPDGHWHUPLQDGDUHODomRGHHQ-
VLQRDSUHQGL]DJHP1HODpUHDOL]DGDXPDSULPHLUDUHÀH[mRFRPRDOXQRGHIRUPD
DLGHQWL¿FDUVHXVFRQKHFLPHQWRVYDORUHVHDWLWXGHVHSODQHMDURWUDEDOKRGHLQWHU-
YHQomR3DUDRDOXQRVHUiXPPRPHQWRGHWRPDGDGHFRQVFLrQFLDGRFDPLQKRGH
DSUHQGL]DJHPTXHGHYHUiVHJXLUSDUDREWHUVXFHVVRQRVHXSHUFXUVR
b) Avaliação Contínua$DYDOLDomRLQLFLDOGHVHQFDGHDUiSURFHVVRVGHDSUHQGL]D-
JHPTXHVHUmRDFRPSDQKDGRVDRORQJRGRDQR(VVDavaliação contínua permi-
WHXPROKDUUHÀH[LYRGRHVWXGDQWHHGRSURIHVVRUVREUHRHQVLQRHDDSUHQGL]D-
JHPDX[LOLDQGRRVQRSODQHMDPHQWRGRVSUy[LPRVSDVVRVDVHUHPGDGRV
c) Avaliação FinaleXPPRPHQWRLPSRUWDQWHGHDYDOLDomRTXHRFRUUHQR¿QDOGH
XPSHUtRGRHVWDEHOHFLGRFLFORDQRVHPHVWUHPrVPyGXORWHPDDXODHWF
eXWLOL]DGDSDUDLGHQWL¿FDURVDYDQoRVHGL¿FXOGDGHVEHPFRPRSDUDSODQHMDU
261 Orientações Curriculares das Diversidades Educacionais
RTXHGHYHUiVHUUHWRPDGRQRSUy[LPRSHUtRGR$DYDOLDomR¿QDOGHYHOHYDUHP
FRQVLGHUDomRDVLQIRUPDo}HVUHXQLGDVQDVDYDOLDo}HVGLDJQyVWLFD e contínua e,
GHDFRUGRFRPRUHJLPHQWRGDVHVFRODVpH[SUHVVDWDPEpPSRUPHLRGHQRWDV
FRQFHLWRVRXRXWUDVLQGLFDo}HVGHDSUHQGL]DGR
$ DYDOLDomR WDO FRPR SURSRVWD DFLPD p XP YDOLRVR LQVWUXPHQWR GR SURIHVVRU H
DFRPSDQKDWRGRSURFHVVRGHHQVLQRDSUHQGL]DJHP6HUYHWDPEpPSDUDGDUDRSURIHV-
sor os elementos fundamentais para a realização do seu planejamento, pois revela as
FDUDFWHUtVWLFDVGRVDOXQRVFRQKHFLPHQWRVTXHWUD]HPHVXDVFXULRVLGDGHVGL¿FXOGDGHV
GHVHMRVHH[SHFWDWLYDV
$RORQJRGHWRGRRDQROHWLYRDDYDOLDomRRIHUHFHRVGDGRVSDUDTXHRSURIHVVRU
SRVVD DJLU FRPR XP RULHQWDGRU VHPSUH DWHQWR SDUD TXH WRGRV FRQVLJDP DOFDQoDU DV
PHWDVHVSHUDGDV3DUDLVVRRSURIHVVRUSUHFLVDWHUDVHQVLELOLGDGHGHSX[DUSHODPmRRV
TXHHVWmRDWUDVDGRVGLPLQXLURSDVVRTXDQGRRJUXSRQmRHVWiFRQVHJXLQGRDFRPSD-
QKiORDGRWDUGLQkPLFDVSDUDGLPLQXLUDVGL¿FXOGDGHVHQFRQWUDGDVHLQFHQWLYDURJUXSR
SDUDFDPLQKDUXQLGRHPEXVFDGRREMHWLYRDOPHMDGR
&RPRYLPRVRSURFHVVRGHDYDOLDomRFRPHoDORJRQRLQtFLRGDVDWLYLGDGHVHVFR-
ODUHVFRPDLGHQWL¿FDomRGRVHVWXGDQWHVHGDVXDUHDOLGDGHHVHHVWHQGHDRORQJRGH
WRGRRSHUtRGRHVFRODU'HVWDFDPRVDVHJXLURVSULQFLSDLVDVSHFWRVTXHSRGHPFRQVWLWXLU
REMHWRGHDYDOLDomRLQGLYLGXDOHFROHWLYDGRVHVWXGDQWHVHPTXDOTXHUFLFORGHIRUPDomR
$SURGXomRRUDOHVFULWDSLFWRJUi¿FDQXPpULFDHRXGUDPiWLFDSRVVLELOLWDRXVRGH
GLIHUHQWHVFyGLJRVHOLQJXDJHQVHH[SUHVVDGLIHUHQWHVDSUHQGL]DGRV3DUDDYDOLDUHVVHV
FRQWH~GRVSRGHPVHUXWLOL]DGDVGLYHUVDVLQLFLDWLYDVFRPRGHEDWHVHQWUHYLVWDVDQiOLVH
GDVSURGXo}HVDRORQJRGRDQRHUHVROXomRGHTXHVW}HVHSUREOHPDV
b) Registros contínuos
2SURIHVVRUGHYHREVHUYDURVHVWXGDQWHVGXUDQWHDVDWLYLGDGHVGRGLDDGLDFR-
QKHFHUHDQDOLVDURGHVHPSHQKRLQGLYLGXDOHJUXSDOHSHUFHEHURVDYDQoRVHDVGL¿FXO-
GDGHV7RGRHVVHDFRPSDQKDPHQWRSUHFLVDVHUUHJLVWUDGRQRVHXGLiULRGHFODVVHRX
FDGHUQRVGHFDPSRUHODWyULRVRX¿FKDVLQGLYLGXDLV
eLPSRUWDQWHTXHDOXQRVHSURIHVVRUHVWHQKDPRSRUWXQLGDGHVUHJXODUHVSDUDUHÀH-
WLUVREUHDVXDDWXDomR$RHVWDEHOHFHUHPXPGHWHUPLQDGRSHUtRGRGHWHPSRXPPrV
SRUH[HPSORHDYDOLDUHPRTXHQHOHRFRUUHXVHUiSRVVtYHOSHUFHEHUFRPPDLRUSUHFLVmR
RVDVSHFWRVSRVLWLYRVHRVSUREOHPDVYHUL¿FDGRV'HVVDIRUPDSRGHUmRVXJHULUPXWX-
DPHQWHPHGLGDVTXHYHQKDPDVXSHUDUDVGL¿FXOGDGHVHDYDQoDUDLQGDPDLVQRVHX
desempenho.
ESTRATÉGIAS DIDÁTICAS
&DGDSURIHVVRUDRORQJRGRVHXWUDEDOKRGRFHQWHGHVHQYROYHHXWLOL]DXPFRQMXQ-
WRGHLQLFLDWLYDVTXHIDFLOLWDPRSURFHVVRGHHQVLQRHDSUHQGL]DJHP(VVDVestratégias
didáticas GHYHPVHUDGHTXDGDVjVLWXDomRGHFDGDHVFRODHjVFDUDFWHUtVWLFDVGRVHVWX-
GDQWHVHVSHFLDOPHQWHjVVXDVUHDOLGDGHVFXOWXUDLVIDL[DVHWiULDVHFLFORVTXHIUHTXHQ-
tam.
263 Orientações Curriculares das Diversidades Educacionais
$SUHVHQWDPRVDVHJXLUDOJXPDVVXJHVW}HVGHHVWUDWpJLDVGLGiWLFDVTXHLOXVWUDPD
PDQHLUDFRPRRSURIHVVRUSRGHUiRUJDQL]DUVXDVDXODVSDUDDOFDQoDUDLQWHJUDomRHQWUH
DViUHDVGHFRQKHFLPHQWRV6HUmRGHVWDFDGRVDSHQDVGRLVH[HPSORVGHWHPDVRXFRQ-
WH~GRVGLGiWLFRVUHODFLRQDGRVDRVHL[RVWHPiWLFRVµ'LYHUVLGDGHpWQLFDHFXOWXUDO¶Hµ7HUUD
,QGtJHQDRUJDQL]Do}HVHGLUHLWRVLQGtJHQDV¶FRPDVUHVSHFWLYDVDWLYLGDGHVHFRPSHWrQ-
FLDVHVSHUDGDVSDUDRFLFORGHIRUPDomR
Sugestão 1
Ciclo: Primeiro
Estratégia de Trabalho:
'LiORJR FRP D SDUWLFLSDomR GH XP LGRVR TXH IDUi XP UHODWR GH VXD YLYrQFLD
GHVWDFDQGRWHPDVFXOWXUDLVTXHWUDWHPGRUHVSHLWRjVSHVVRDVGHVGHDRULJHP
PtWLFDDWpRVGLDVDWXDLV
3URGXomRSHORVHVWXGDQWHVGHGHVHQKRVUHWUDWDQGRDOJXPDFHQDGRFRWLGLDQR
GDVXDIDPtOLDHGHWH[WRHVFULWRGHVFUHYHQGRRTXHIRLUHSUHVHQWDGRQRGHVH-
nho;
6ROLFLWDomRDRVHVWXGDQWHVTXHDSUHVHQWHPVXDVSURGXo}HVHIDoDPUHODWRYHU-
EDOGHFRPRpDVXDIDPtOLDTXDQWDVSHVVRDVPRUDPQDVXDFDVDRQRPHH
SDUHQWHVFRGHVVDVSHVVRDVHWF
&RQYLWHDXPPHPEURGDFRPXQLGDGHSDUDIDODUVREUHDLPSRUWkQFLDGRUHVSHLWR
GRFRQYtYLRHGDVROLGDULHGDGHHQWUHDVSHVVRDV
5HDOL]DomR GH MRJRV SDUD D VRFLDOL]DomR H LQWHUDomR GR JUXSR HVWLPXODQGR D
FRPSHWLomRUHVSHLWRVDHRUHVSHLWRjVQRUPDVHGLIHUHQoDVGHLGDGHVH[RHRX-
WUDVFDUDFWHUtVWLFDVItVLFDVHFXOWXUDLV
Competências esperadas:
6RFLDOL]DomRGRJUXSR
,QWHUDomRFRPDFRPXQLGDGH
&RPSUHHQVmRVREUHDRUJDQL]DomRVRFLDOGDVXDFRPXQLGDGH
$PSOLDomRGRVFRQKHFLPHQWRVUHIHUHQWHVjYLGDFRWLGLDQDGDFRPXQLGDGH
Orientações Curriculares das Diversidades Educacionais 264
3URGXomRGHGHVHQKRVHSHTXHQRVWH[WRV
&DSDFLGDGHGHRXYLUYHUEDOL]DUHUHSURGX]LUWUHFKRVGHKLVWyULDV
5HFRQKHFLPHQWR GD TXDQWLGDGH UHSUHVHQWDGD HP QXPHUDLV GH SHVVRDV TXH
PRUDPHPVXDFDVD
)L[DomRGRVYDORUHVUHIHUHQWHVDRUHVSHLWRDRVFROHJDVSURIHVVRUHVSDLVHSD-
UHQWHVOLGHUDQoDVDQFLmRVYL]LQKRVHWF
Avaliação:
2EVHUYDomRGRSURIHVVRUDRGHVHPSHQKRJHUDOGRVHVWXGDQWHVHVSHFLDOPHQWH
QRVVHJXLQWHVDVSHFWRV
$FRPSDQKRXFRPDWHQomRRVUHODWRVGRVFRQYLGDGRV"
3URGX]LXHDSUHVHQWRXRVWUDEDOKRVVROLFLWDGRV"
3DUWLFLSRXGDVDWLYLGDGHVGHUHFUHDomRHYLVLWDjVFDVDVGDFRPXQLGDGH"
7HYH DWLWXGHV UHVSHLWRVDV FRP RV FROHJDV SURIHVVRUHV FRQYLGDGRV H GHPDLV
PRUDGRUHV"
)RLFDSD]GHWUDEDOKDUFRPTXDQWLGDGHVHQXPHUDLV"
Sugestão 2
Ciclo: Segundo
Estratégia de Trabalho:
,QLFLDOPHQWH R SURIHVVRU ID] XPD UiSLGD H[SRVLomR YHUEDO VREUH R WHPD GHV-
WDFDQGR D LPSRUWkQFLD GD WHUUD H RUJDQL]DomR H GRV GLUHLWRV LQGtJHQDV SDUD D
HVFRODHDFRPXQLGDGH &RQYLGDWDPEpPXPDOLGHUDQoDORFDOSDUDUHODWDUH[-
SHULrQFLDVHDo}HVGHVHQYROYLGDVSDUDUHJXODUL]DomRHGHIHVDGRWHUULWyULRHGH
RXWUDVFRQTXLVWDVDOFDQoDGDV
(PVHJXLGDOrHPYR]DOWDXPSHTXHQRWH[WRVREUHRDVVXQWRHRHVFUHYHQD
ORXVDXVDQGROHWUDVPDL~VFXODVHPLQ~VFXODVSDUDTXHRDOXQRFRSLHQRFDGHU-
no.
265 Orientações Curriculares das Diversidades Educacionais
8PDYH]FRSLDGRRWH[WRRSURIHVVRUVROLFLWDTXHRVHVWXGDQWHVSURGX]DPXP
SHTXHQRWH[WRLQGLYLGXDOUHODFLRQDQGRRVEHQHItFLRVWUD]LGRVFRPDPDQXWHQomR
e preservação da terra indígena e, em seguida, que o leiam em voz alta aos de-
PDLVFROHJDVSDUDDVRFLDOL]DomRFRPDFODVVH
'DQGRVHTXrQFLDIRUPDVHXPFtUFXORHRSURIHVVRUID]SHUJXQWDVDRVHVWXGDQ-
WHVVREUHTXHVW}HVFRPR4XDORQRPHGDVWHUUDVLQGtJHQDVVTXHRFXSDP"
4XDODVLWXDomROHJDOGDWHUUDpGHOLPLWDGDGHPDUFDGDKRPRORJDGDHWF"2
TXHGHYHVHUIHLWRSDUDSUHVHUYiOD"3RUTXHpQHFHVViULRUHJXODUL]DUDVWHUUDV
LQGtJHQDV"4XDQWRVSRYRVRFXSDPDTXHODWHUUD"4XDLVDVSULQFLSDLVOLGHUDQoDV
GDFRPXQLGDGH"4XDLVDVSHVVRDVTXHH[HUFHPFDUJRVRXIXQo}HVS~EOLFDV"
4XDLVRVSRYRVGDUHJLmRTXHWrPWHUUDVGHPDUFDGDVHTXDLVQmRWrP"
2 SURIHVVRU VROLFLWD TXH RV HVWXGDQWHV IDoDP XPD GHVFULomR GR DPELHQWH GD
WHUUDLQGtJHQDHGDDOGHLDSURGX]LQGRXPWH[WRHVFULWRLOXVWUDGRFRPGHVHQKRV
REVHUYDQGR GLYHUVRV DVSHFWRV GR DPELHQWH DQLPDLV VLOYHVWUHV H GRPpVWLFRV
DOGHLDVURoDGRVVtWLRVGHFROHWDUHFXUVRVYHJHWDLVDQLPDLVKtGULFRVPLQHUDLV
HWF(PVHJXLGDID]DVRFLDOL]DomRGRVWUDEDOKRVHGHEDWHFRPDWXUPDRVVHXV
resultados.
$WXUPDRULHQWDGDSHORSURIHVVRURUJDQL]DXPPLQLGLFLRQiULRFRPSDODYUDVQD
OtQJXDPDWHUQDHSRUWXJXHVDVREUHRVUHFXUVRVQDWXUDLVH[LVWHQWHVQDTXHODWHUUD
indígena.
)D]DSURSRVLomRGHTXHRVDOXQRVHVFUHYDPXPDFDUWLQKDUHODWDQGRDVQRYLGD-
GHVGDDOGHLDDRXWUDVDOGHLDVRXFRPXQLGDGHVVLPXODQGRWURFDGHLQIRUPDo}HV
HLQWHUFkPELRHQWUHRVDOXQRVGHGLYHUVDVHVFRODVLQGtJHQDVHGRHQWRUQR
$VUHFUHDo}HVSRGHPVHUFRQMXJDGDVFRPDSURGXomRGHPDWHULDLVHLQVWUXPHQ-
WRVGHDUWHVEULQFDGHLUDVGHFULDQoDFRQIHFomRGHDUWHVDQDWRDGRUQRVGDQoDV
P~VLFDVHGUDPDWL]DomR
Competências esperadas:
6RFLDOL]DomRGDFRPXQLGDGHHVFRODUFRPDVSHVVRDVGHGHVWDTXHGDFRPXQLGD-
GHOLGHUDQoDVUHSUHVHQWDQWHVHWF
&RPSUHHQVmRVREUHDRUJDQL]DomRVRFLDOHSROtWLFDGDDOGHLDHGDVGHPDLVFR-
munidades daquela terra indígena e seu entorno;
5HSUHVHQWDomRGRWHUULWyULRHGHVXDVSHFXOLDULGDGHVHFRQ{PLFDVDPELHQWDLV
PtWLFDVHWF
&DSDFLGDGHGHSURGXomRGHWH[WRVGHVFULWLYRVHPOtQJXDLQGtJHQDHSRUWXJXHVD
&DSDFLGDGHGHRXYLUYHUEDOL]DUHUHSURGX]LULQIRUPDo}HVKLVWyULFDVHDWXDLVVR-
EUHVXDFRPXQLGDGHHVHXSRYR
,GHQWL¿FDomRGDVSHVVRDVTXHUHSUHVHQWDPVXDFRPXQLGDGHHPkPELWRVORFDO
UHJLRQDOHQDFLRQDO
&RQKHFLPHQWRGRVSULQFLSDLVDFRQWHFLPHQWRVHQYROYHQGRDFRQTXLVWDGDTXHOD
terra indígena e de outras do entorno;
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unidades de medida.
$V HVWUDWpJLDV GLGiWLFDV VXS}HP XWLOL]DomR GH GLIHUHQWHV UHFXUVRV GLGiWLFRV que
IDFLOLWDPRSURFHVVRGHHQVLQRHGHDSUHQGL]DGR
$VDXODVH[SRVLWLYDVHDXWLOL]DomRGRTXDGURGHJL]IRUDPRVUHFXUVRVPDLVXWLOL]D-
GRVSHODVHVFRODVDRORQJRGD+LVWyULD3RUpPH[LVWHPPXLWDVRXWUDVSRVVLELOLGDGHVTXH
HQYROYHPPDLVGLUHWDPHQWHRVHVWXGDQWHVFRPRGHEDWHVHQWUHYLVWDVYLVLWDVGHFDPSR
H[SHULPHQWRVHWF
2VUHFXUVRVQmRYHUEDLVFRPRSRUH[HPSORUHSUHVHQWDo}HVHGHVHQKRVFkPH-
UDVIRWRJUi¿FDVHYtGHRVXWLOL]DomRGHFRPSXWDGRUHVHWFVmRRSRUWXQLGDGHVSDUDRV
HVWXGDQWHVHODERUDUHPQRYRVFRQKHFLPHQWRVHSURSRUFLRQDPDSRVVLELOLGDGHGHUHJLV-
WUDU H GLYXOJDU DVSHFWRVUHOHYDQWHV GD HVFROD H FRPXQLGDGH7RGRV HVVHV UHFXUVRV H
WDQWRVRXWURVSRGHPVHUXWLOL]DGRVGHSHQGHQGRGDUHDOLGDGHGDHVFRODHFULDWLYLGDGH
do professor.
e LPSRUWDQWH OHPEUDU TXH QHVWD SURSRVWD HVWmR GHVWDFDGRV DSHQDV RV DVVXQWRV
PDLV FDUDFWHUtVWLFRV GDV FXOWXUDV LQGtJHQDV $OpP GHVVHV FRQWH~GRV GD Podalidade
(GXFDomR (VFRODU,QGtJHQDGHYHUmRVHUHVSHFL¿FDGRVFRQWH~GRVFXUULFXODUHVJHUDLVRX
FRPXQVGRHQVLQRIXQGDPHQWDOHPpGLRTXHHVWmRUHODFLRQDGRVQRVWH[WRVGDV2ULHQ-
WDo}HV&XUULFXODUHV*HUDLV(VVDFRPSOHPHQWDomRpIXQGDPHQWDOSDUDTXHDVHVFRODV
LQGtJHQDVLQFRUSRUHPQRVVHXV3URMHWRVDOpPGRVFRQWH~GRVUHODFLRQDGRVDRVDVVXQWRV
267 Orientações Curriculares das Diversidades Educacionais
LQGtJHQDVDV7HPiWLFDV5HJLRQDLV HRVFRQWH~GRVGR1~FOHR&RPXP1DFLRQDO&RP
HVVD DPSOD EDVH GH VXJHVW}HV FDGD HVFROD SRGHUi HODERUDU RX UHHODERUDU R 3URMHWR
3ROtWLFRSHGDJyJLFRTXHMXOJDUPDLVDGHTXDGRjVXDUHDOLGDGH
3DUD IDFLOLWDU R WUDEDOKR RV FRQWH~GRV IRUDP RUJDQL]DGRV SRU HL[RV WHPiWLFRV H
FLFORVGHIRUPDomR,QLFLDPSRUWDQWRFRPR3ULPHLUR&LFORGR(QVLQR)XQGDPHQWDOHVH
HVWHQGHPDWpRTXDUWRFLFORRX(QVLQR0pGLR
&RPRSRGHUiVHUYHUL¿FDGRDOJXQVFRQWH~GRVVmRSURSRVWRVSDUDGLYHUVRVFLFORV
,VVRRFRUUHSRUTXHDTXHOHDVVXQWRSRGHUiSHUSDVVDUWRGRRSURFHVVRGHIRUPDomRRX
VHMDVHUWUDWDGRGHIRUPDPDLVVLPSOHVQRVFLFORVLQLFLDLVHVHUDSURIXQGDGRDRORQJR
GRVHVWXGRV([LVWHPWDPEpPFDVRVHPTXHIRUDPDSUHVHQWDGDVDSHQDVDOJXPDVVX-
JHVW}HVGHFRQWH~GRV(VVDVODFXQDVSRGHUmRVHUFRPSOHPHQWDGDVFRPDVSURSRVLo}HV
GRVSURIHVVRUHVHGDVFRPXQLGDGHVHVFRODUHV
Orientações Curriculares das Diversidades Educacionais 268
Ética, Justiça, Solidariedade e Paz 9DORUHV pWQLFRV H FXOWXUDLV UHVSHLWR DRV PDLV YHOKRV H GLIHUHQoDV GH
gênero);
(VWHHL[RWHPiWLFRWUDWDGDFRQGXWDTXH
DVSHVVRDVHDVVRFLHGDGHVGHYHPGH- 2UHVSHLWRDWRGRVHUKXPDQRLQGHSHQGHQWHGHVXDRULJHPVRFLDOHWQLD
senvolver para que tenhamos uma vida UHOLJLmRVH[RRSLQLmRHFXOWXUD
GLJQD H IHOL]$V VRFLHGDGHV LQGtJHQDV
VmR UHFRQKHFLGDV SHOD JHQHURVLGD- 5HVSHLWDUDVSHVVRDVWHUUHVSHLWRSHORVYHOKRVHSHORVFROHJDV
GH KRVSLWDOLGDGH H UHVSHLWR jV FRLVDV 5HVSHLWRjLQVWLWXLomRHVFRODUIXUDU¿ODIXUWDU
sagradas, aos mortos e à natureza. A
HVFROD SRGH FRQWULEXLU SDUD FRQVROLGDU 5HVSHLWRjUHOLJLmRHFXOWXUDHFRVWXPHVGHFDGDSRYR
HVVD FRQGXWD H FRQ¿UPDU D RSLQLmR GH 5HVSHLWRDRVPDLVYHOKRVFRQIRUPHDWUDGLomR
TXH SRGHPRV YLYHU QXPD VRFLHGDGH
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3UHYHQomRGHDFLGHQWHVWRFDUIRJRQDFDVDEULQFDUFRPJLOHWHRXFRL-
VDVTXHSRVVDPPDFKXFDUHWF
Orientações Curriculares das Diversidades Educacionais 272
0LWRGRSRYRSURGXomRGHWH[WRVREUHDKLVWyULDGRVHXSRYR
0LWRVHIHVWDVWUDGLFLRQDLV
3DODYUDVHPOtQJXDLQGtJHQDQRPHVREMHWRVDQLPDLVHWF
3HTXHQRVWH[WRVHPOtQJXDLQGtJHQD
3LQWXUDVFRUSRUDLV
Regras de alimentação;
7UDEDOKRFRPRVDQFL}HVGHQWURGDVDODGHDXODFRQWDQGRKLVWyULDVWUD-
GLFLRQDLV
9DORUL]DomRGDFXOWXUDWUDGLFLRQDO
9DULDQWHVGRVGLDOHWRVTXHH[LVWHPQRLQWHULRUGHFDGDJUXSR
$VOHLVWUDGLFLRQDLV
)DPtOLDLPSRUWkQFLDGRFRQYtYLRGDFULDQoDQDIDPtOLD
$LPSRUWkQFLDGRSDSHOGRSDMpQDVUHODo}HVGHHTXLOtEULRHQWUHQDWXUH-
za, homem e as entidades espirituais;
$LPSRUWkQFLDGRWUDEDOKRWUDGLFLRQDOLQGtJHQDQRIRUWDOHFLPHQWRGDVUH-
ODo}HVVRFLDLVGDVDOGHLDV
$RUJDQL]DomRVRFLDOHSROtWLFD
A origem dos mundos indígenas;
$UPDVLQGtJHQDVWUDGLFLRQDLV
$UWHVDQDWRHDOLPHQWRVWUDGLFLRQDLV
$WLYLGDGHGHKRMHHDQWLJDPHQWHFRPSDUDU
&DOHQGiULRFXOWXUDOHWUDGLFLRQDO
Casa e moradias indígenas;
&ODVVL¿FDomRGRVJUXSRVHFOmV
Como um fogo;
&RQKHFLPHQWRGDIDPtOLDHFRPXQLGDGH
2FRUWHWUDGLFLRQDOGRFDEHORHVHXVVLJQL¿FDGRV
'DQoDHLQVWUXPHQWRVFXOWXUDLV
(VSDoRSULYDGRHFRPXQLWiULR
)HUUDPHQWDVHXWHQVtOLRVWUDGLFLRQDLV
+LVWyULDGHFRQWDWRGHFDGDSRYR
/HLVLQGtJHQDVLQWHUQDVHH[WHUQDV
0HLRVGHWUDQVSRUWHGDVFRPXQLGDGHVÀXYLDLVHWHUUHVWUHV
Origem da humanidade indígena;
5HJUDVORFDLVYDORUHVHSULQFtSLRV
5LWXDLVGHSDVVDJHPHFRQ¿UPDomR
8WHQVtOLRVGHFR]LQKD
Vida dos antigos (passado e presente);
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Orientações Curriculares das Diversidades Educacionais 274
$VFRUHVQDVFXOWXUDV
$OIDEHWL]DURVDOXQRVQDOLQJXDJHPPDWHPiWLFD
Animais ameaçados e ameaçadores;
$VUHODo}HVHQWUHVRFLHGDGHQDWXUH]DHDVWURV
&RUHVQDVOtQJXDVWUDGLFLRQDLVGHFDGDSRYR
&RUSRKXPDQRyUJmRVHVHQWLGRV
&XLGDGRVFRPRVDOLPHQWRV
+LVWyULDVGRVQ~PHURVFRQWDGDVSRUFDGDHWQLDHQYROYLGD
Medida do tempo, hora, dias da semana, mês e ano;
0HGLGDVGHWHPSRHHVSDoRXWLOL]DGDVHPFDGDFXOWXUD
1RPHGRVQXPHUDLVHPRGRVWUDGLFLRQDLVGHTXDQWL¿FDU
1RPHGRVQXPHUDLVSRUH[WHQVR
2 HVWXGR GR HVSDoR H GDV IRUPDV PDQHLUDV GLVWLQWDV GH FRQFHEHU R
espaço, nos diferentes povos;
2HVWXGRGDVGLIHUHQWHVPDQHLUDVGHFRQWDUPHGLUS{URUGHPHFODVVL-
¿FDURPXQGR
7HFQRORJLDVLQGtJHQDV
9DORUL]DomRGRPXWLUmRFROHWLYRSDUDRSODQWLRHDFROKHLWD
275 Orientações Curriculares das Diversidades Educacionais
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Orientações Curriculares das Diversidades Educacionais 276
2VHFRVVLVWHPDVHVXDVFRQFHSo}HVPtWLFDVHDUHODomRFRPDVDEH-
GRULDWUDGLFLRQDO
3DLVDJHQVQDWXUDLVHFXOWXUDLVORFDLVVDJUDGRVHOXJDUHVDQWLJRVGHPR-
radia);
Poluição da água, do ar e do solo;
3UiWLFDVGHKLJLHQHHKiELWRVDOLPHQWDUHVVDXGiYHLV
3UHVHUYDomRGRPHLRDPELHQWHPpGLDVFRQFUHWDVQDHVFROD
3URGXomRHGHVWLQRGROL[R
7UDEDOKRFRPiEDFR
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/LQJXDJHPYHUEDOHFRUSRUDO
/tQJXDVHVWUDQJHLUDV,QJOrV(VSDQKROHWF
0HLRVGHORFRPRomR
Meios de orientação;
0LWRGRSRYRSURGXomRGHWH[WRVREUHDKLVWyULDGRVHXSRYR
1Ro}HVGHGLVWkQFLDORQJHHRXSHUWRQDFRQFHSomRFRVPROyJLFDHVR-
FLDOGHFDGDSRYR
3HTXHQRVWH[WRVHPOtQJXDLQGtJHQD
3LQWXUDVFRUSRUDLV
Rituais e lugares sagrados;
7UDEDOKR FRP RV DQFL}HV GHQWUR GD VDOD GH DXOD FRQWDQGR KLVWyULDV
WUDGLFLRQDLV
9DORUL]DomRGDFXOWXUDWUDGLFLRQDO
9DULDQWHVGRVGLDOHWRVTXHH[LVWHPQRLQWHULRUGHFDGDJUXSR
&RQKHFLPHQWRGDIDPtOLDHGDFRPXQLGDGH
)RUPDVGHRUJDQL]DomRVRFLDOLQGtJHQD
$IXQomRVRFLDOSDUWHLUDVFDQWDGRUSDMpVHEHQ]HGRU
$LPSRUWkQFLDGRSDSHOGRSDMpQDVUHODo}HVGHHTXLOtEULRHQWUHDQDWX-
reza o homem e as entidades espirituais;
A origem dos mundos indígenas;
$QWURSRORJLDHGLUHLWRVLQGtJHQDVDSOLFDGRV
$UPDVLQGtJHQDVWUDGLFLRQDLV
$UWHVDQDWRHDOLPHQWRVWUDGLFLRQDLV
$VOHLVWUDGLFLRQDLV
$WLYLGDGHGHKRMHHDQWLJDPHQWHFRPSDUDU
&DOHQGiULRFXOWXUDOHWUDGLFLRQDO
&ODVVL¿FDomRGRVJUXSRVHFOmV
&RQFHLWRGHKLVWyULDSDUDTXHVHUYHRHVWXGRGHKLVWyULD
&RQFHLWRVWHyULFRVVREUHDDUWH
&RUWHWUDGLFLRQDOGRFDEHORVLJQL¿FDGRV
'DQoDHLQVWUXPHQWRVFXOWXUDLV
'DQoDSOXUDOLGDGHFXOWXUDOHGLYHUVLGDGHFXOWXUDO
'DQoDVHP~VLFDVSLQWXUDVFRUSRUDLVHHQIHLWHV
(QIHLWHVFXOWXUDLVHDGRUQRV
(QWHVPtWLFRVGDQDWXUH]D
(VSDoRSULYDGRHFRPXQLWiULR
)LORVR¿DHSODQRGHYLGDGHFDGDSRYR
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Orientações Curriculares das Diversidades Educacionais 282
+LVWyULDGHFRQWDWRGHFDGDSRYR
Introdução do milhar;
/HLVLQGtJHQDVLQWHUQDVHH[WHUQDV
0HLRVGHWUDQVSRUWHGDVFRPXQLGDGHVÀXYLDLVHWHUUHVWUHV
Origem da humanidade indígena;
5HJUDVFXOWXUDLV
5LWXDLVGHSDVVDJHPHFRQ¿UPDomR
Vida dos antigos (passado e presente);
$VFRUHVQDVFXOWXUDV
7HFQRORJLDVLQGtJHQDV
$VUHODo}HVHQWUHVRFLHGDGHQDWXUH]DHDVWURV
Controle da natalidade;
&RQWUROHGHYDFLQDV
&RUHVQDOtQJXDWUDGLFLRQDOGHFDGDSRYR
&RUSRKXPDQRyUJmRVHVHQWLGRV
+LVWyULDVGRVQ~PHURVFRQWDGDVSRUWRGDVDVHWQLDVHQYROYLGDV
Medida do tempo, hora, dias da semana, mês e ano;
0HGLGDVGHWHPSRHHVSDoRXWLOL]DGDVHPFDGDFXOWXUD
0HGLGDVWUDGLFLRQDLV
1RPHGRVQXPHUDLVHPRGRVGHTXDQWL¿FDUWUDGLFLRQDLV
2 HVWXGR GR HVSDoR H GDV IRUPDV PDQHLUDV GLVWLQWDV GH FRQFHEHU R
espaço, nos diferentes povos;
2 HVWXGR GDV GLIHUHQWHV PDQHLUDV GH FRQWDU PHGLU S{U HP RUGHP H
FODVVL¿FDURPXQGR
9DORUL]DomRGRPXWLUmRFROHWLYRSDUDRSODQWLRHFROKHLWD
283 Orientações Curriculares das Diversidades Educacionais
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Orientações Curriculares das Diversidades Educacionais 284
Mapa do Brasil;
0DSDGRWHUULWyULRLQGtJHQD
0DUFRVGHRFXSDo}HVDQWLJDV
Movimentos indígenas (para a garantia dos seus direitos);
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OLGHUDQoDVHFRQTXLVWDV
2UJDQL]DomRVRFLDOHSROtWLFDLQGtJHQD
2UJDQL]DomRVRFLDOORFDO
2UJDQL]Do}HVQmRWUDGLFLRQDLVQDVDOGHLDV
2VGLUHLWRVFROHWLYRVHUHODWLYRVDRVSRYRVLQGtJHQDV
3HVFDULDHFDoDGD
7HUULWRULDOLGDGHFRPRD¿UPDomRpWQLFD
7HUULWyULRGLUHLWRVWHUULWRULDLVHJHVWmRWHUULWRULDO
8VRHFRQVHUYDomRGRWHUULWyULR
(OHPHQWRVGDQDWXUH]DUHFXUVRVQDWXUDLViJXDVRORYHJHWDomRHDU
espíritos da natureza;
2GHVPDWDPHQWRHVXDVFRQVHTXrQFLDV
(VWDWtVWLFDSRSXODFLRQDOLQGtJHQD
(VWXGRVGRWHUULWyULRLQGtJHQDDQLPDLVYHJHWDomRHVHUHVYLYRVHQmR
vivos;
0HGLGDVFRQFUHWDVSDUDSUHVHUYDomRGRWHUULWyULRLQGtJHQD
5HFXUVRVKLGURJUi¿FRV
5HFXUVRVQDWXUDLV
5HÀRUHVWDPHQWRIUXWtIHUDVHRXWUDVHVSpFLHV
7HPSRGRURoDGRDJULFXOWXUDURoDHDUWHVDQDWR
7HUUDLGHQWL¿FDomRGHWHUUDVOLPLWHVHVHXHQWRUQRRFXSDomRLGHQWLGD-
GHFXOWXUDHOtQJXD
287 Orientações Curriculares das Diversidades Educacionais
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Orientações Curriculares das Diversidades Educacionais 290
/L[RWLSRVGHOL[RVyOLGROtTXLGRHSHULJRVR
/L[RHVXDVFRQVHTXrQFLDV
0HGLFLQDWUDGLFLRQDO
0HGLFLQDVWUDGLFLRQDLVHGRHQoDVPRGHUQDV
Meio ambiente e saúde;
Período de gravidez e resguardo;
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Regras de alimentação;
6DQHDPHQWREiVLFRHKLJLHQHSHVVRDO
6DQHDPHQWREiVLFRHKLJLHQHSHVVRDO
6HUHVYLYRVHVXDUHODomRFRPRPHLRDPELHQWHHDVD~GH
9DORUL]DomRGDVHUYDVPHGLFLQDLV
291 Orientações Curriculares das Diversidades Educacionais
6ROLGDULHGDGHHQWUHDVFRPXQLGDGHVHRVSRYRV
7UDEDOKRVFRPXQLWiULRVGHVLJQDGRVjHVFRODOHLWXUDHVFULWDDOLPHQWD-
omRHWF
(GXFDomRVH[XDOSUHYHQomRGHGRHQoDVHJUDYLGH]LQGHVHMDGD
1Ro}HVGHJUi¿FRV
2]HORSHORERPHVWDGRGDVGHSHQGrQFLDVGD(VFROD
2ULHQWDomRVH[XDO
3UHYHQomRGHDFLGHQWHVWRFDUIRJRQDFDVDHRXEULQFDUFRPJLOHWHRX
FRLVDVTXHSRVVDPPDFKXFDUHWF
293 Orientações Curriculares das Diversidades Educacionais
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Orientações Curriculares das Diversidades Educacionais 294
'DQoDSOXUDOLGDGHFXOWXUDOHGLYHUVLGDGHFXOWXUDO
'DQoDVHP~VLFDVSLQWXUDVFRUSRUDLVHHQIHLWHV
(QIHLWHVFXOWXUDLVHDGRUQRV
(QWHVPtWLFRVGDQDWXUH]D
(VSDoRSULYDGRHFRPXQLWiULR
)LORVR¿DHSODQRGHYLGDGHFDGDSRYR
)RUPDVGHRUJDQL]DomRVRFLDOLQGtJHQD
Introdução do milhar;
5HJUDVFXOWXUDLV
5LWXDLVGHSDVVDJHPHFRQ¿UPDomR
7HFQRORJLDVLQGtJHQDV
$VUHODo}HVHQWUHVRFLHGDGHQDWXUH]DHDVWURV
&iOFXORPHQWDO
&RQFHLWRFXOWXUDOHFLHQWt¿FRGH7HUUD
Controle da natalidade;
&RQWUROHGHYDFLQDV
+LVWyULDVGRVQ~PHURVFRQWDGDVSRUFDGDHWQLDHQYROYLGD
Medida do tempo, hora, dias da semana, mês e ano;
0HGLGDVWUDGLFLRQDLV
2 HVWXGR GR HVSDoR H GDV IRUPDV PDQHLUDV GLVWLQWDV GH FRQFHEHU R
espaço, nos diferentes povos;
2 HVWXGR GDV GLIHUHQWHV PDQHLUDV GH FRQWDU PHGLU S{U HP RUGHP H
FODVVL¿FDURPXQGR
2HVWXGRGRVQ~PHURVHDVRSHUDo}HVQXPpULFDV
295 Orientações Curriculares das Diversidades Educacionais
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297 Orientações Curriculares das Diversidades Educacionais
0DSDGRWHUULWyULRLQGtJHQD
0DUFRVGHRFXSDo}HVDQWLJDV
0RELOL]DomRSDUDGHPDUFDomRGDVWHUUDVLQGtJHQDV
Movimentos indígenas (para a garantia dos seus direitos);
2SDSHOGRPRYLPHQWRLQGtJHQDQDFRQTXLVWDGRVGLUHLWRVOXWDVGHVXDV
OLGHUDQoDVHFRQTXLVWDV
2UJDQL]DomRVRFLDOHSROtWLFDLQGtJHQD
2UJDQL]DomRDVVRFLDomRHPRYLPHQWRVLQGtJHQDV
2UJDQL]Do}HVQmRWUDGLFLRQDLVQDVDOGHLDV
2VGLUHLWRVFROHWLYRVHUHODWLYRVDRVSRYRVLQGtJHQDV
7HUULWRULDOLGDGHFRPRD¿UPDomRpWQLFD
7HUULWyULRGLUHLWRVWHUULWRULDLVHJHVWmRWHUULWRULDO
8VRHFRQVHUYDomRGRWHUULWyULR
$PELHQWHLPSDFWRVFRQÀLWRVHWUDEDOKR
%DFLDVKLGURJUi¿FDV
&RQÀLWRVDPELHQWDLV
Desmatamento, queimada e retirada de madeira;
(VWDWtVWLFDSRSXODFLRQDOLQGtJHQD
(VWXGRVGRWHUULWyULRLQGtJHQDDQLPDLVYHJHWDomRHVHUHVYLYRVHQmR
vivos;
0HGLGDVFRQFUHWDVSDUDDSUHVHUYDomRGRWHUULWyULRLQGtJHQD
2GHVPDWDPHQWRHVXDVFRQVHTXrQFLDV
5HFXUVRVKLGURJUi¿FRV
5HFXUVRVQDWXUDLV
5HÀRUHVWDPHQWRIUXWtIHUDVHRXWUDVHVSpFLHV
7HUUDLGHQWL¿FDomRGHWHUUDVOLPLWHVHVHXHQWRUQRRFXSDomRLGHQWLGD-
GHFXOWXUDHOtQJXD
Orientações Curriculares das Diversidades Educacionais 298
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299 Orientações Curriculares das Diversidades Educacionais
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301 Orientações Curriculares das Diversidades Educacionais
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303 Orientações Curriculares das Diversidades Educacionais
3ROtWLFDLQGtJHQDQDVDOGHLDV
3ROtWLFDVLQGtJHQDVQDVFRPXQLGDGHV,QGtJHQDVHHQWUHRVSRYRV
3ULQFtSLRVFXOWXUDLVRULJHPLGHQWLGDGHRTXHVRPRVHRTXHTXHUHPRV
5HVROXomR GH VLWXDo}HVSUREOHPDV FRQIRUPH D HWDSD HP TXH RV HGX-
FDQGRVHVWmRLQVHULGRV
5HVSHLWRjUHOLJLmRHFXOWXUDHDRFRVWXPHGHFDGDSRYR
Responsabilidades: direitos e deveres;
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7UDEDOKRVFRPXQLWiULRVGHVLJQDGRVjHVFRODOHLWXUDHVFULWDDOLPHQWD-
omRHWF
'LVFXWLURWHPDGRVSUR¿VVLRQDLVLQGtJHQDVDVVDODULDGRVQDVDOGHLDVLQ-
WHUIHUrQFLDVFXOWXUDLVHEHQHItFLRV
1Ro}HVGHJUi¿FRV
2ULHQWDomRVH[XDO
Orientações Curriculares das Diversidades Educacionais 304
BIBLIOGRAFIA CONSULTADA
&(,07&RQVHOKRGH(GXFDomR(VFRODU,QGtJHQDGR(VWDGRGH0DWR*URVVRUrucum,
jenipapo e giz: a educação escolar indígena em debate.&XLDEi6HGXF
/h&.+HORtVD3HUVSHFWLYDGDJHVWmRHVFRODUHLPSOLFDo}HVTXDQWRjIRUPDomRGHVHXV
gestores. Em Aberto, nº 72, vol. 17, jun. Brasília: INEP. 2000.
MEC. Plano decenal de educação para todos - 1993-2003. Brasília: MEC, 1994.
MEC. Políticas de ensino médio para os povos indígenas. Brasília: SEMT/MEC, 2003.
0(1'21d$7)H628=$//+LVWyULFRGDHGXFDomRHVFRODULQGtJHQDQD6HFUHWDULD
GH(VWDGRGH(GXFDomRGH0DWR*URVVo. Revista de Educação Pública. Cuiabá, MT:
v. 7. Nº 12. EdUFMT, 1998.
MORIM, Edgar. Os sete saberes necessários à educação do futuro. São Paulo: Cor-
tez, 2000.
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3$8/$(XQLFH'LDV$LQWHUFXOWXUDOLGDGHQRFRWLGLDQRGHXPDHVFRODLQGtJHQDEduca-
ção Indígena&DPSLQDV63&DGHUQR&('(6Q8QLFDPS
SILVA, Rosa Helena Dias da. A autonomia como valor e articulação de possibilida-
desXPHVWXGRGRPRYLPHQWRGRVSURIHVVRUHVLQGtJHQDVGR$PD]RQDV5RUDLPDH$FUH
DSDUWLUGRVVHXVHQFRQWURVDQXDLV.4XLWR(TXDGRU$%<$±<$/$
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