SECRETARIA DE ESTADO DE EDUCAÇÃO DE MATO GROSSO

SECRETARIA ADJUNTA DE POLÍTICAS EDUCACIONAIS

SUPERINTENDÊNCIA DE DIVERSIDADES EDUCACIONAIS

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

(GLWRUDomR(OHWU{QLFD
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.

1.Orientações Curriculares. 2.Diversidades

Educacionais. 3.Educação em Direitos Humanos.
4.Diversidade Sexual. 5.Relações de Gênero. I.Título.

CDD 370

Mato Grosso
2012
 Silval da Cunha Barbosa
Governador do Estado

Rosa Neide Sandes de Almeida

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Fátima Aparecida da Silva Resende

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Paulo Henrique de Oliveira

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Jorge Szablewski
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Antônio Carlos Ióris

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Aidê Fátima Campos

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Débora Eriléia Pedrotti Mansilla

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Catarina de Arruda Cortez

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CEP 78049-909 - Cuiabá-MT - Fone: (65) 3613-6300
 Secretaria Estadual de Educação
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Orientações Curriculares para Educação Ambiental em Mato Grosso

Consultora:
0LFKHOH6DWR

Autoras do texto inicial:

Débora Eriléia Pedrotti Mansilla
Giselly Rodrigues das Neves Silva Gomes

Equipe de Colaboradores e/ou de Sistematização:

Ceres de Moraes Gomes Lima
Giselly Rodrigues das Neves Silva Gomes
*LQR)UDQFLVFR%X]DWR
0DULD(OL]DEHWK1DVFLPHQWRGH2OLYHLUD

Orientações Curriculares para Educação em Direitos Humanos,

Gênero e Diversidade Sexual

Autores do texto inicial:

Ângela Maria dos Santos
(YD$X[LOLDGRUD)UDQoD
Gisele Marques Mateus
Leize Lima de Oliveira

Leitura crítica:
Imar Queiroz – UFMT
/XFLHQH1HYHV6DQWRV81(0$7
9HUD/~FLD%RUWROLQH8)07

Equipe de Colaboradores e/ou de Sistematização:

Ângela Maria dos Santos
Cervan Gomes Ferreira
-RmR%RVFRGD6LOYD
Leize L. Oliveira
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Mendes Solange Lemes
Silviane Ramos L. da Silva
Orientações Curriculares para Educação do Campo no Estado de Mato Grosso

Consultor:
João Batista Queiroz

Equipe de Colaboradores e/ou Sistematização:

Ana Maria de O. Lopes
Ceres de Moraes Gomes Lima
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Maria de Lourdes Jorge de Souza
Sonia Pereira
Euzemar Fatima Siqueira
Frank Eduardo Ferreira de Souza
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/HRQLFH$SDUHFLGDGH)iWLPD$OYHV
Leonir Boff
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)DELR1RODVFR
Rui Leonardo Souza Silveira

Orientações Curriculares para Educação Escolar Quilombola em Mato Grosso

Autores do texto inicial:

Ângela Maria dos Santos
-RmR%RVFRGD6LOYD

Equipe de Colaboradores e/ou de Sistematização:

Ângela Maria dos Santos
Cervan Gomes Ferreira
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Leize Lima de Oliveira
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Mendes Solange Lemes
Silviane Ramos L. da Silva

Orientações Curriculares para Educação das Relações Etnicorraciais

em Mato Grosso

Autores do texto inicial:

Ângela Maria dos Santos
-RmR%RVFRGD6LOYD
 Equipe de Colaboradores e/ou de Sistematização:
Ângela Maria dos Santos
Cervan Gomes Ferreira
-RmR%RVFRGD6LOYD
Leize Lima de Oliveira
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Mendes Solange Lemes
Silviane Ramos L. da Silva

Orientações Curriculares para Educação de Jovens e Adultos em Mato Grosso

Consultores:
Jane Paiva
Inês Barbosa de Oliveira
Luiz Augusto Passos

Autor Texto Inicial:

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Equipe de Colaboradores e/ou de Sistematização:

Éderson de Andrade
Janaina Pereira Monteiro
Maria Luzenira Braz
Sávio de Brito Costa
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Cândida C. Ribeiro Gomes
Jefferson Bento Moura
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Kléber Gonçalves Bignarde
Maria do Rosário Soares Lima
Silvio Alves Nogueira
Sonizete das Graças Miranda
Orientações Curriculares para Educação Escolar Indígena em Mato Grosso

Consultor:
'DUFL6HFFKL

Equipe de Colaboradores e/ou de Sistematização:

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*HVWRUHV,QGtJHQDVGDV(VFRODV(VWDGXDLVGR(VWDGRGH0DWR*URVVR
Cursistas do Projeto Haiyo
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&RRUGHQDGRULDGH(GXFDomR,QGtJHQD
)pOL[5RQGRQ$GXJRHQDX
Sebastião Ferreira de Souza
Erozina Divina Pimenta Ando
Wanda Maria Fortunato Melo
Bernadete Florentina de Lara
Zenir da Costa
Marisa Soares de Lima
Manoel Paulo de Campos Filho
Luiza Helena Rodrigues
/HWtFLD$QWRQLDGH4XHLUR]
Antonina da Silva
Leila Figueiredo de Barros

Revisores dos Textos:

Itamar José Bressan
Iris Helena Pedrotti
 SUMÁRIO

APRESENTAÇÃO .....................................................................................................................................13
ORIENTAÇÕES CURRICULARES PARA EDUCAÇÃO EM DIREITOS HUMANOS, GÊNERO E
DIVERSIDADE SEXUAL ..........................................................................................................................15
Apresentação ............................................................................................................................................17
EDUCAÇÃO EM DIREITOS HUMANOS ..................................................................................................19
Introdução..................................................................................................................................................21
2&XUUtFXORHRV'LUHLWRV+XPDQRV ..........................................................................................................21
3ULQFtSLRVGD(GXFDomRHP'LUHLWRV+XPDQRV .........................................................................................24
(L[RV7HPiWLFRV.........................................................................................................................................25
EDUCAÇÃO PARA RELAÇÕES DE GÊNERO E DIVERSIDADE SEXUAL.............................................29
Introdução..................................................................................................................................................31
&XUUtFXORH5HODo}HVGH*rQHURQD(GXFDomR .........................................................................................32
2FXUUtFXORHD'LYHUVLGDGH6H[XDO ..........................................................................................................36
&RQVLGHUDo}HVDFHUFDGRFRQFHLWRGHVH[XDOLGDGH ..................................................................................38
3ULQFtSLRVSDUDVHWUDEDOKDUFRPD(GXFDomRGH*rQHURH'LYHUVLGDGH6H[XDOQD(VFROD .....................43
$ERUGDJHQVGDDSUHQGL]DJHPH7HPDV5HIHUHQFLDLV ...............................................................................46
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2VWHPDVUHIHUHQFLDLV................................................................................................................................48
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%LEOLRJUD¿D .................................................................................................................................................50
ORIENTAÇÕES CURRICULARES DE EDUCAÇÃO AMBIENTAL ...........................................................53
(GXFDomR$PELHQWDOQR&HQiULR1DFLRQDO ................................................................................................55
$(GXFDomR$PELHQWDOHP0DWR*URVVR ...................................................................................................57
$(GXFDomR$PELHQWDOHDViUHDVGRFRQKHFLPHQWR ................................................................................59
$FRQWHPSRUDQHLGDGHHDQHFHVVLGDGHGHXPDHGXFDomRTXHVHMDDPELHQWDO .......................................62
7UDWDGRGD(GXFDomRSDUD6RFLHGDGHV6XVWHQWiYHLVH5HVSRQVDELOLGDGH*OREDO...................................63
Carta da Terra............................................................................................................................................65
Respeitar e Cuidar da Comunidade de Vida .............................................................................................65
5HIHUrQFLDV%LEOLRJUi¿FDV .........................................................................................................................72
ORIENTAÇÕES CURRICULARES PARA EDUCAÇÃO DAS RELAÇÕES ETNICORRACIAIS ...............73
Apresentação ...........................................................................................................................................75
Introdução .................................................................................................................................................76
&RPRRUJDQL]DURHQVLQRDSUHQGL]DJHPSDUDDLQFOXVmRGDVTXHVW}HVLQGtJHQDVDIULFDQLGDGHVH
DIUREUDVLOHLUD" ............................................................................................................................................78
(GXFDomRGDV5HODo}HV(WQLFRUUDFLDLVQR&XUUtFXOR................................................................................79
3UiWLFDV3HGDJyJLFDVH,QWHUGLVFLSOLQDULGDGH ..........................................................................................85
(GXFDomR,QIDQWLO .......................................................................................................................................87
Ensino Fundamental .................................................................................................................................89
Introdução..................................................................................................................................................89
ž&LFORGH)RUPDomR+XPDQD .................................................................................................................90
žHž&LFORVGR'HVHQYROYLPHQWR+XPDQR ............................................................................................90
&RQWH~GRVSDUDD(GXFDomRGDV5HODo}HV(WQLFRUUDFLDLVHRHQVLQRGD+LVWyULDH&XOWXUD$IUREUDVLOHLUD
H$IULFDQDQR(QVLQR0pGLR .......................................................................................................................91
$V5HOLJL}HVGHPDWUL]DIULFDQDHR(QVLQR5HOLJLRVRHVFRODU...................................................................94
$OJXPDV&RQVLGHUDo}HVVREUHDV5HOLJL}HVGRV2UL[iV,QNLFHVH9RGXV................................................98
$PHVWLoDJHPFXOWXUDOHRDGYHQWRGR&XOWRGH8PEDQGDQR%UDVLO ......................................................101
$OJXPDV&RQVLGHUDo}HV.........................................................................................................................102
%LEOLRJUD¿D ...............................................................................................................................................104
ORIENTAÇÕES CURRICULARES PARA A EDUCAÇÃO DO CAMPO ..................................................107
Apresentação ..........................................................................................................................................109
$&RQVWUXomRGHXPD(GXFDomRGR&DPSRQR%UDVLO ............................................................................ 111
O Estatuto da Terra ................................................................................................................................. 115
$(GXFDomRGR&DPSRQR(VWDGRGH0DWR*URVVR ................................................................................ 119
8PSURFHVVRHPFRQVWUXomR ................................................................................................................... 119
7HPiWLFDV3HGDJyJLFDV...........................................................................................................................122
A Construção da Cidadania ....................................................................................................................123
Terra e Trabalho ......................................................................................................................................124
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6RFLHGDGHV6XVWHQWiYHLV ........................................................................................................................129
0HWRGRORJLDVGDV(VFRODVGR&DPSR ....................................................................................................131
5HIHUrQFLDV%LEOLRJUi¿FDV .......................................................................................................................133
ORIENTAÇÕES CURRICULARES PARA EDUCAÇÃO ESCOLAR QUILOMBOLA...............................137
Introdução................................................................................................................................................139
+LVWyULDHOXWDVGDV&RPXQLGDGHV4XLORPERODV ......................................................................................140
&RQFHLWXDo}HVGH4XLORPER ...................................................................................................................141
2UJDQL]DomR(VFRODUH&XUULFXODU............................................................................................................143
(VSHFL¿FLGDGHGD(GXFDomR4XLORPERODH$ERUGDJHPGH(QVLQR .........................................................145
$VSHFWRVVREUHRWHPSRHHVSDoRHVFRODUHV ..........................................................................................145
$VSHFWRVVREUHPHWRGRORJLDYDORUHVDIUREUDVLOHLURV ............................................................................146
5HIHUHQFLDLVSDUDDiUHDGH&LrQFLDV+XPDQDVHVXDV7HFQRORJLDV .....................................................154
&LrQFLDVGD1DWXUH]D0DWHPiWLFDHVXDV7HFQRORJLDV ..........................................................................157
/LQJXDJHQV&yGLJRVHVXDV7HFQRORJLDV ...............................................................................................158
(QVLQR0pGLR,QWHJUDGRj(GXFDomR3UR¿VVLRQDO(0,(3QD(GXFDomR4XLORPEROD ...........................162
(VWUXWXUDFXUULFXODU ..................................................................................................................................163
5HIHUHQFLDLVWHPiWLFRV ............................................................................................................................163
5HIHUrQFLDV%LEOLRJUi¿FDV .......................................................................................................................164
ORIENTAÇÕES CURRICULARES PARA A EDUCAÇÃO DE JOVENS E ADULTOS ............................167
Apresentação ..........................................................................................................................................169
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Mato Grosso ............................................................................................................................................170
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&RQFHSo}HVDVHUHPVXSHUDGDV .............................................................................................................175
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6REUHDVYDULDo}HVGHVHQWLGRVGHLQFOXVmR ...........................................................................................176
Fragilidade do que se sabe sobre o atendimento à diversidade de sujeitos ...........................................176
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6XEDOWHUQLGDGHGROXJDUGRVVXMHLWRVVLOHQFLDPHQWRHH[FOXVmRGDDomRSHGDJyJLFD ...........................178
$OLJHLUDPHQWRHVXSOHWLYL]DomRGD(-$QDSUiWLFDSHGDJyJLFD ...............................................................178
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&RQFHSo}HVGHIRUPDomRFRQWLQXDGDYDULHGDGHGHVLJQL¿FDGRVVHQWLGRVHSUiWLFDV ..........................180
3UiWLFDVSHGDJyJLFDVFRPEDL[DFULWLFLGDGHFULDWLYLGDGHHVROLGDULHGDGH ..............................................181
Mais valor para a informação do que para a formação ...........................................................................181
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³(-$pDSHQDVHVFRODUL]DomR´FRPRDVVXPLURDSUHQGHUSRUWRGDDYLGD" ...........................................182
ORIENTAÇÕES CURRICULARES PARA A EJA: POSSIBILIDADES E ESPECIFICIDADES LOCAIS . 183
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$VSUiWLFDVHDQRUPDWL]DomRSRVVtYHOHGHVHMiYHO .................................................................................194
Os elementos da proposta ......................................................................................................................197
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&RQFHSo}HVHSUiWLFDVFRPSUHHQV}HV ..................................................................................................202
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Repensar a EJA no estado de Mato Grosso ...........................................................................................206
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3URIHVVRUHVGH(-$LQWHULQLGDGHDXODVDGLFLRQDLVURWDWLYLGDGHFRPRHQIUHQWDU" ..............................209
3ODQHMDPHQWRRUoDPHQWiULRDWHQGHUDGHPDQGDSRWHQFLDO ....................................................................210
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FRQVHJXHPDOWHUDUDVSUiWLFDV ................................................................................................................210
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de horário dos sujeitos ............................................................................................................................ 211
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Redimensionamento................................................................................................................................212
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(VSDoRVTXHDWHQGHPD(GXFDomRGH-RYHQVH$GXOWRVHP0DWR*URVVR ............................................213
2V&HQWURVGH(GXFDomRGH-RYHQVH$GXOWRV&(-$V .........................................................................214
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(QVLQR0pGLR,QWHJUDGRj(GXFDomR3UR¿VVLRQDOQD0RGDOLGDGH(-$- PROEJA .................................216
([DPHVGH&HUWL¿FDomR.....................................................................................................................218
([DPH2QOLQH ..........................................................................................................................................218
(QVLQR0pGLR(-$DGLVWkQFLD .................................................................................................................221
6RFLRHGXFDWLYRH6LVWHPD3HQLWHQFLiULR ................................................................................................222
6LVWHPD6RFLRHGXFDWLYR .........................................................................................................................222
6LVWHPD3HQLWHQFLiULR .............................................................................................................................225
(FRQRPLDVROLGiULDQR&XUUtFXORGD(-$ .................................................................................................228
$FRPSDQKDPHQWRHDYDOLDomRGDSROtWLFDS~EOLFDGH(-$ ......................................................................233
5HIHUrQFLDV%LEOLRJUi¿FDV .......................................................................................................................235
ORIENTAÇÕES CURRICULARES PARA A EDUCAÇÃO ESCOLAR INDÍGENA ..................................241
2(QVLQR%iVLFR2UJDQL]DGRSRU&LFORVGH)RUPDomR ...........................................................................243
Apresentação ..........................................................................................................................................243
%UHYH5HWURVSHFWLYD+LVWyULFDGD(GXFDomR(VFRODU,QGtJHQDHP0DWR*URVVR....................................244
$(VFROD,QGtJHQD'HVHMDGD ..................................................................................................................246
$(GXFDomR(VFRODUHRV&LFORVGH)RUPDomR+XPDQD .........................................................................249
(L[RV7HPiWLFRV.......................................................................................................................................251
(GXFDomR(VFRODUHÈUHDV'H&RQKHFLPHQWR ........................................................................................253
Avaliação .................................................................................................................................................260
(VWUDWpJLDV'LGiWLFDV ...............................................................................................................................262
&RQWH~GRV&XUULFXODUHVSRU&LFORGH)RUPDomR .....................................................................................266
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
%LEOLRJUD¿D&RQVXOWDGD............................................................................................................................304
13 Orientações Curriculares das Diversidades Educacionais

APRESENTAÇÃO

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de Mato Grosso.

Profª Fátima Aparecida Rezende

Secretária Adjunta de Políticas Educacionais

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das Diversidades Educacionais / Seduc-MT
15 Orientações Curriculares das Diversidades Educacionais

ORIENTAÇÕES CURRICULARES PARA

EDUCAÇÃO EM DIREITOS HUMANOS,
GÊNERO E DIVERSIDADE SEXUAL
Orientações Curriculares das Diversidades Educacionais 16

“Temos o direito a sermos iguais quando a diferença nos inferioriza.

Temos o direito a sermos diferentes quando a igualdade nos
descaracteriza. As pessoas querem ser iguais, mas querem
respeitadas suas diferenças.”

(Boaventura de Sousa Santos)

17 Orientações Curriculares das Diversidades Educacionais

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Orientações Curriculares das Diversidades Educacionais 18

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19 Orientações Curriculares das Diversidades Educacionais

EDUCAÇÃO EM DIREITOS HUMANOS

Orientações Curriculares das Diversidades Educacionais 20

Primeiro levaram os comunistas, mas eu não me importei

porque não era nada comigo. Em seguida levaram
alguns operários, mas a mim não me afetou.
Porque não sou operário. Depois prenderam os sindicalistas,
mas não me incomodei porque nunca fui sindicalista.
Logo a seguir chegou a vez de alguns padres,
mas, como não sou religioso, também não liguei.
Agora levaram-me a mim quando percebi, já era tarde

Bertolt Brecht
21 Orientações Curriculares das Diversidades Educacionais

Introdução

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Orientações Curriculares das Diversidades Educacionais 22

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23 Orientações Curriculares das Diversidades Educacionais

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Orientações Curriculares das Diversidades Educacionais 24

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EDUCAÇÃO PARA RELAÇÕES DE GÊNERO

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Introdução

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Orientações Curriculares das Diversidades Educacionais 32

Currículo e Relações de Gênero na Educação

Antes de adentrarmos no assunto sobre gênero, faz-se oportuna uma pequena

DERUGDJHPVREUHRPRYLPHQWRKLVWyULFRVRFLDOTXHGHVHQFDGHRXRVHXQDVFLPHQWRR
Feminismo.

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TXLVWDVGD5HYROXomR)UDQFHVDTXHWLQKDFRPROHPDIgualdade, Liberdade e Fraterni-
dade, QmRFRQWHPSODYDPDPXOKHU6XDVUHLYLQGLFDo}HVDRORQJRGDUHYROXomRHUDPSRU
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de trabalho e direitos trabalhistas e igualdade de jornada de trabalho para mulheres e
homens, além do direito ao voto.

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intenção:

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pequenos, das meninas e dos meninos (LOURO, 1997, pág. 58).

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A relação de gênero é, sobretudo, de poder, em que o homem foi visto durante

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Orientações Curriculares das Diversidades Educacionais 34

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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 (DIEESE150RWLYDUSDUDDGHVFRQVWUXomRGHVWDVFRQFHS-
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Como muito bem abordado por Daniela Auad:

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35 Orientações Curriculares das Diversidades Educacionais

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des entre as mulheres e os homens. (ONU16, 1995, pág. 29).

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qualquer natureza devem ser eliminados.

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Orientações Curriculares das Diversidades Educacionais 36

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modo geral.

O currículo e a Diversidade Sexual

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transformação do Brasil em um país respeitoso, orgulhoso e disseminador da
sua diversidade.17

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37 Orientações Curriculares das Diversidades Educacionais

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Orientações Curriculares das Diversidades Educacionais 38

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Considerações acerca do conceito de sexualidade

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39 Orientações Curriculares das Diversidades Educacionais

todo. Ou seja, aquela sensação de bem-estar, presente em todos os deleites que a

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Princípios para se trabalhar com a Educação de

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Orientações Curriculares das Diversidades Educacionais 44

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XWLOL]iORVHPVXDVSUiWLFDVSHGDJyJLFDVHDVVLPWUDEDOKDUGHPDQHLUDHIHWLYDFRPHVVD
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45 Orientações Curriculares das Diversidades Educacionais

YDORUL]DomRGRVGLUHLWRVKXPDQRVEHPFRPRTXHVHSRVVDFRQVHJXLUDFRQVWUXomRGH
XPDFXOWXUDGHUHVSHLWRDRVGLUHLWRVVH[XDLVHGDGLYHUVLGDGHVH[XDO3DUDWDQWRRVDV
SURIHVVRUHVDV GHYHP SULRUL]DU PHWRGRORJLDV TXH FRQGX]DP D UHÀH[mR VREUH VL H RD
RXWURDD¿QDOVyTXDQGRDSHVVRDIRUFDSD]GHVHFRORFDUQROXJDUGRDRXWURDHVWD
SDVVDDSHUFHEHUTXHWRGRVDVSRVVXtPRVGLUHLWRVGHVHUQyVPHVPRVDV

7RGDYLDSDUDTXHHVVHDVVXQWRWmRSROrPLFRVHMDWUDEDOKDGRGHPDQHLUDHIHWLYD
HVLJQL¿FDWLYDKiTXHVHWHUSUR¿VVLRQDLVpWLFRVTXHUHDOPHQWHSURPRYDPDHTXLGDGH
HPVDODFRPFRQKHFLPHQWR para falar desse assunto, que seja isento de melindres e/ou
FRQFHSo}HVSUHFRQFHLWXRVDVDOJXpPTXHQmRVHVLQWDGHVFRQIRUWiYHOFRPDVSHUJXQ-
tas dos/as estudantes. Assim “eQHFHVViULRTXHRHGXFDGRUWHQKDDFHVVRjIRUPDomR
HVSHFt¿FDSDUDWUDWDUGHVH[XDOLGDGHFRPFULDQoDVHMRYHQVQDHVFRODSRVVLELOLWDQGRD
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GLQkPLFRHH¿FLHQWH

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¿QHTXHD(GXFDomR%iVLFDGHYH
>@IRPHQWDUDLQFOXVmRQRFXUUtFXORHVFRODUGDVWHPiWLFDVUHODWLYDVDJrQHUR
LGHQWLGDGHGHJrQHURUDoDHHWQLDUHOLJLmRRULHQWDomRVH[XDOHSHVVRDVFRPGH-
¿FLrQFLDVHQWUHRXWURVEHPFRPRWRGDVDVIRUPDVGHGLVFULPLQDomRHYLRODo}HV
GHGLUHLWRVDVVHJXUDQGRDIRUPDomRFRQWLQXDGDGRVDVWUDEDOKDGRUHVDVGD
HGXFDomRSDUDOLGDUFULWLFDPHQWHFRPHVVHVWHPDV31.

/RJRWUDEDOKDUFRP2ULHQWDomR6H[XDOQDHVFRODDOpPGHHGXFDUSDUDD¿UPDomR
GRVGLUHLWRVVH[XDLVFRPRGLUHLWRVKXPDQRVEiVLFRVSURSRUFLRQDUiRGHVHQYROYLPHQWR
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,VVRSRUTXHGHSRVVHGHVVHFRQKHFLPHQWRDFRQWHFHRIRUWDOHFLPHQWRGHFRPSRUWDPHQ-
WRVHDWLWXGHVTXHUHSXGLHPRVH[LVPRHDKRPRIRELDHTXDOTXHUWLSRGHGLVFULPLQDomRRX
SUHFRQFHLWRVDOpPGHTXHpXPIRUWHDOLDGRQDSUHYHQomRGHJUDYLGH]QDDGROHVFrQFLD
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TXDQGRVHTXHUHYLWiOD,ELG3&1±2ULHQWDomR6H[XDOSiJ

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Orientações Curriculares das Diversidades Educacionais 46

Abordagens da aprendizagem e Temas Referenciais

Os temas referentHVjHGXFDomRGHJrQHURHGLYHUVLGDGHVH[XDOGHYHUmRVHUDERU-
GDGRVGHIRUPDWUDQVYHUVDOXPDYH]TXHSUHFLVDPGHWRGDVDVGHPDLViUHDVSDUDDERU-
GiORVMiTXHHVWHDWUDYHVVDRVGLIHUHQWHVFDPSRVGRFRQKHFLPHQWR,VVRQmRTXHUGL]HU
QRHQWDQWRTXHVHMDPHQRVLPSRUWDQWHHRXTXHWUDEDOKDUHVVDWHPiWLFDVHMDRSFLRQDO
PDVVLPTXHWRGRVDVGHYHUmRHVWDUHQYROYLGRVDVFRPHOD

2WUDEDOKRFRP(GXFDomR6H[XDOGHYHVHUJDUDQWLGRQR3URMHWR3ROtWLFR3HGDJyJL-
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3&1±2ULHQWDomR6H[XDO±SiJ

Como trabalhar assuntos tão polêmicos em sala de aula?

$VTXHVW}HVVREUHVH[RHGLYHUVLGDGHVH[XDOVmRFHUFDGRVGHSROrPLFDVPH[HP
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47 Orientações Curriculares das Diversidades Educacionais

&DEHDRHGXFDGRUDFULDUDPHOKRUPHWRGRORJLDGHWUDEDOKRFRQGL]HQWHFRPDPD-
turidade do/a estudante, pois se deve distinguir o que pode ser dito de imediato e o que
GHYHVHUWUDEDOKDGRGHPDQHLUDPDLVSURFHVVXDOHPDWLYLGDGHVHVSHFL¿FDVVHMDDWUDYpV
de projeto ou não.

1DVGHPDLVIDVHVGDHGXFDomREiVLFDSRGHVHXVDUFRPRHVWUDWpJLDPHWRGROyJLFD
YtGHRV±WDQWRORQJDVTXDQWRFXUWDVPHWUDJHQVTXHWUDWHPGRWHPDGHIRUPDVLPSOHV1R
HQWDQWRpGHVXPDLPSRUWkQFLDDRHVFROKHURVORQJDVVHPSUHYHUL¿FDUDLQGLFDomRGD
IDL[DHWiULDjTXDOHOHpGHVWLQDGR1RFDVRGHWHPiWLFD/*%7/pVELFDV*D\V%LVVH-
[XDLVH7UDQVJrQHURVGHVFDUWDUDXWLOL]DomRGH¿OPHVTXHUHIRUoDPDLGHLDGHSXQLomR
DRKRPRVVH[XDOXPDYH]TXHLVVRJHUDUiFXOSDHVRIULPHQWRSDUDRDMRYHPKRPRVVH-
[XDO'HYHVHDWHQWDUSDUDRIDWRGHTXHWRGDDDWLYLGDGHGHYHVHUFHUFDGDGHFXLGDGRV
SDUDTXHQmRFDXVHFRQVWUDQJLPHQWRVDRVHGXFDQGRVDVUHIRUoDQGRRVHVWHUHyWLSRVH
SUHFRQFHLWRVSRUFDXVDGDVXDRULHQWDomRVH[XDO

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WHDWURH[SUHVVLRQLVWDSDUDWUDWDUGRDVVXQWREHPFRPRPDQWHUFLFORVGHHQFRQWURVSHU-
PDQHQWHV QDV HVFRODV DWUDYpV GH FRQYLWH D HVSHFLDOLVWDV QR DVVXQWR SDUD GLULPLU DV
G~YLGDV GRVGDV HVWXGDQWHV$VVLP MXQWDPHQWH FRP SVLFyORJRD H[HUFLWDU FRP RVDV
HGXFDQGRVDVGLQkPLFDVRXYLYrQFLDVTXHSURSLFLHPRDXWRFRQKHFLPHQWR1HVVHVHQWL-
do, os PCNs salientam que:
>@ p LPSRUWDQWH D FRQVWUXomR SHUPDQHQWH GH XPD PHWRGRORJLD SDUWLFLSDWLYD
TXHHQYROYHROLGDUFRPGLQkPLFDVJUXSDLVDDSOLFDomRGHWpFQLFDVGHVHQVLEL-
OL]DomRHIDFLOLWDomRGRVGHEDWHVDXWLOL]DomRGHPDWHULDLVGLGiWLFRVTXHSUREOH-
PDWL]HPHPYH]GH³IHFKDU´DTXHVWmRSRVVLELOLWDQGRDGLVFXVVmRGRVYDORUHV
VRFLDLVHSDUWLFXODUHVDVVRFLDGRVDFDGDWHPiWLFDGDVH[XDOLGDGH$PRQWDJHP
GHXPDFHUYRGHPDWHULDLVQDHVFRODFRPRWH[WRVHOLYURVSDUDGLGiWLFRVYtGHRV
MRJRVH[HUFtFLRVHSURSRVWDVGHGUDPDWL]DomRpLPSRUWDQWHSDUDDFRQFUHWL]D-
ção do trabalho.32

$RSUHSDUDUDVDXODVWHUHPPHQWHTXHWLSRGHFLGDGmRmTXHUHPRVIRUPDUEHP
FRPRSDXWiODVSUHVVXSRVWRVGRVGLUHLWRVKXPDQRVSDUDDVVLPWHUPRVXPDVRFLHGD-
GHLJXDOLWiULD8WLOL]DURVPRPHQWRVGD³6DODGR(GXFDGRU´SDUDOHUHGLVFXWLUVREUHD
LPSRUWkQFLDGDHGXFDomRHPGLUHLWRVKXPDQRVEHPFRPRRVDXWRUHVDVTXHGLVFXWHP
TXHVW}HVGHJrQHURHVH[XDOLGDGHQDHGXFDomR

$HVFRODGHYHLJXDOPHQWHHQFRUDMDURVPHQLQRVHDVPHQLQDVDH[SORUDUHPVHX
SRWHQFLDOKXPDQR1DDomRHGXFDWLYDFRPRDWLYLGDGHVHEULQFDGHLUDVSURPRYHULPD-
JHQVGHPXOKHUHVHKRPHQVHPGLYHUVDVVLWXDo}HVFRPXPHQWHQmRYHLFXODGDVSHOD
PtGLDPDVSUHVHQWHVQRQRVVRFRWLGLDQR

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são ou para a transformação, de Daniela Auad.
Orientações Curriculares das Diversidades Educacionais 48

(VWLPXODUDVPHQLQDVTXDQGREULQFDUHPQRSiWLRGDHVFRODHQDHGXFDomRIt-
VLFDSDUDTXHWHQKDPDWLYLGDGHVPRYLPHQWDGDVFRPRRVPHQLQRVJHUDOPHQWH
WrPHYLFHYHUVD

(YLWDUFULWLFDUHGDUEURQFDQRVPHQLQRVFRPR³YRFrSDUHFHXPDPHQLQD´(
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(VWLPXODUQDVDODHQRSiWLRDWLYLGDGHVHEULQFDGHLUDVGHPHQLQDVHPHQLQRV
HPFRQMXQWR

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HEULQFDGHLUDVHDIDODUHPHPS~EOLFR

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PRVVH[XDLV

,QWHUYLUHPVLWXDo}HVHPTXHPHQLQRVHPHQLQDVHVWHMDPVHQGRSUHFRQFHLWX-
osos;

8) Fazer as mesmas perguntas e usar o mesmo tom de voz para se dirigir tanto
aos meninos quanto às meninas;

'HVHQFRUDMDUDFRPSHWLomRHQWUHPHQLQRVHPHQLQDVHHVWLPXODUDFRRSHUD-
ção;

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FDL[DVGHIRUPDVLPEyOLFDUHVSHLWDQGRDFRQGLomRItVLFDGDFULDQoD

Os temas referenciais

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‡ 6LJQL¿FDGRDIHWLYRHVRFLDOGDIDPtOLDGDVGLIHUHQWHVUHODo}HVGHSDUHQWHVFRHGD
H[LVWrQFLDGHYiULRVPRGHORVIDPLOLDUHV

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ças individuais;

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Ações e estratégias Pedagógicas para Equidade de Gênero e Diversi-

dade Sexual

1. $ERUGDJHP SHGDJyJLFD GH WHPDV GD VH[XDOLGDGH KXPDQD IHLWD HP FRQ-
WH[WRVFXUULFXODUHVHH[WUDFXUULFXODUHVQXPDOyJLFDLQWHUGLVFLSOLQDUSULYLOH-
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jovens;

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GDVHPOLYURVGLGiWLFRVXVDGRVSHORVDOXQRV

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YLVWDVFRQVXPLGRVSHORVHVWXGDQWHVHTXHDERUGHPWHPDVUHODFLRQDGRVDR
JrQHURHVH[XDOLGDGHSRGHFRQWULEXLUSDUDXPDYLVmRQmRSUHFRQFHLWXRVDH
VH[LVWD

7UDEDOKRVLQWHUGLVFLSOLQDUHVVREUHYDORUHVDWLWXGHVHFRPSRUWDPHQWRVQHFHVVi-
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GLUHLWRVVH[XDLV

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Orientações Curriculares das Diversidades Educacionais 50

BIBLIOGRAFIA

$%5$02:,&=$H6,/9e5,295RUJV$¿UPDQGR'LIHUHQoDV0RQWDQGRRTXHEUD-

FDEHoDGDGLYHUVLGDGHQDHVFROD&DPSLQDV633DSLUXV

AUAD, Daniela. Relações de Gênero nas práticas escolares: da escola mista ao ide-
al de coeducação. 7HVH'RXWRUDGRHP(GXFDomRiUHDGH6RFLRORJLDGD(GXFDomR
6mR3DXOR)DFXOGDGHGH(GXFDomRGD8QLYHUVLGDGHGH6mR3DXOR

BRASIL. Constituição Federal de 1988.

BRASIL. Pesquisa sobre Preconceito e Discriminação no Ambiente Escolar. MEC/

INEP, 2009.

BRASIL. Plano Nacional de Educação em Direitos Humanos. Brasília – DF SEDH/MJ/

MEC/UNESCO, 2006.

%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

CANDAU, Vera Maria. (GXFDomRHP'LUHLWRV+XPDQRV±GHVD¿RVSDUDDIRUPDomR

de professores&DGHUQRV1XHYDDPpULFD%XHQRV$LUHV±$UJHQWLQD

Cartilha de Direitos Humanos do Centro de Direitos Humanos Henrique Trindade.

*Ui¿FD;&XLDEi07

CHIDIAC, Maria Teresa Vargas; OLTRAMARI, Leandro Castro. Ser e estar drag queen:
XPHVWXGRVREUHDFRQ¿JXUDomRGDLGHQWLGDGHTXHHQ. Estud. psicol. (Natal). Natal,
YQž'LVSRQtYHOHPKWWSZZZVFLHOREUVFLHOR

CHRISTO, Carlos Alberto Libânio (Frei Beto). Educação em Direitos HumanosZZZ

GKQHWRUJEUHGXFDUUHGHHGKELEEHWWRKWP

&216(/+21DFLRQDOGH&RPEDWHj'LVFULPLQDomRBrasil Sem Homofobia: Programa

GH&RPEDWHj9LROrQFLDHj'LVFULPLQDomRFRQWUD*/7%HGH3URPRomRGD&LGDGDQLD
+RPRVVH[XDO%UDVtOLD0LQLVWpULRGD6D~GH

Constituição do Estado de Mato Grosso de 1989.

DALARI, Dalmo. Direitos humanos$VVRFLDomR1DFLRQDOGH'LUHLWRV+XPDQRV±(QVL-

no e Pesquisa. Direitos Humanos, 2007.

Declaração dos Direitos do Homem e do Cidadão. ZZZZLNLSpGLDRUJ.

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

Declaração Nacional de Independência da Nação/Carta Africana dos Direitos Hu-

manos (1981, Banjul).

Declaração Universal dos Direitos Humanos. ZZZPMJRYEU

Educação e Direitos Humanos, Currículo e Estratégias Pedagógicas. ZZZUHGGK-

EUDVLOQHWGRFXPHQWRVELEOLRWHFD

)28&$8/70LFKHOVigiar e Punir. Rio de Janeiro: Vozes, 1993.

)28&$8/70LFKHO$KLVWyULDGDVH[XDOLGDGH, v. 1: A vontade de saber. 11ª ed. Rio de

Janeiro: Graal, 1988.

LEI COMPLEMENTAR 049/98'LiULR2¿FLDOGR(VWDGRGH0DWR*URVVR,PSUHQVD2¿-

FLDOGH0DWR*URVVRžGHRXWXEURGH

LEI COMPLEMENTAR 7.040/98 'LiULR 2¿FLDO GR (VWDGR GH 0DWR *URVVR ,PSUHQVD
2¿FLDOGH0DWR*URVVRžGHRXWXEURGH

LEI FEDERAL 10.639/2003'LiULR2¿FLDOGD8QLmRGHGHMDQHLURGH

LEI FEDERAL 9394/96 /HLGH'LUHWUL]HVH%DVHVGD(GXFDomR±/'%'LiULR2¿FLDOGD

União de 23 de dezembro de 1996.

LEI FEDERAL Nº 8.069/90(VWDWXWRGD&ULDQoDH$GROHVFHQWH'LiULR2¿FLDOGD8QLmR

de 16.7.1990

LEI FEDERAL Nº 11.340/06/HL0DULDGD3HQKD'LiULR2¿FLDOGD8QLmRGH

/2852*XDFLUD/RSHV. O corpo educadoSHGDJRJLDGDVH[XDOLGDGH%HOR+RUL]RQWH

(G$XWrQWLFD

/2852*XDFLUD/RSHVGênero, Sexualidade e Educação: 8PDSHUVSHFWLYDSyVHV-

truturalista. 2ª edição. Rio de Janeiro: Vozes, 1997.

_______________. Teoria queer: uma política pós-identitária para a educação. Rev.

(VWXG)HP)ORULDQySROLVYQž'LVSRQtYHOHPKWWSZZZVFLHOREUVFLHOR.

______________. Uma leitura da história da educação sob a perspectiva do gênero.

,Q7HRULDH(GXFDomR±'RVVLrGD+LVWyULDGD(GXFDomR3RUWR$OHJUH3DQQRQLFD

______. 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.

MORENO, Montserrat – Como se Ensina a Ser Menina: RVH[LVPRQDHVFROD6mR3DX-

OR(G&RQWH[WR
Orientações Curriculares das Diversidades Educacionais 52

3$5Æ0(7526 &XUULFXODUHV 1DFLRQDLV Pluralidade Cultural: orientação sexual. Mi-

QLVWpULRGD(GXFDomR6HFUHWDULDGH(GXFDomR)XQGDPHQWDOHG%UDVtOLD

SCOTT, Joan. Gênero: uma categoria útil para a análise histórica(GXFDomRH5HD-

lidade, V. 20 (2), 1995.

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.

ZENAIDE, Maria de Nazaré Tavares. Educação em e para os Direitos Humanos: con-

quista e direito. In: ZENAIDE, Maria de Nazaré Tavares; SILVEIRA, Rosa Maria Godoy
H',$6$GHODLGH$OYHV2UJ'LUHLWRV+XPDQRV&DSDFLWDomRGH(GXFDGRUHVHG
João Pessoa: Editora Universitária da UFPB, 2008, v. 2, págs. 121-140.

VASCONCELOS, Naumi. Sexo questão de método. Editora Moderna. 1994.

53 Orientações Curriculares das Diversidades Educacionais

ORIENTAÇÕES CURRICULARES
DE EDUCAÇÃO AMBIENTAL
55 Orientações Curriculares das Diversidades Educacionais

Educação Ambiental no Cenário Nacional

$WLYLGDGHGH(GXFDomR$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.

 &RUUHVSRQGHQGR D HVVH FRQWH[WR IRUDP UHOHYDQWHV DV SROtWLFDV H LQLFLDWLYDV GR

0LQLVWpULR GD (GXFDomR YROWDGDV j (GXFDomR $PELHQWDO 2V 3DUkPHWURV &XUULFXODUHV
1DFLRQDLV HODERUDGRV HP  HQIRFDP R PHLR DPELHQWH FRPR XP GH VHXV WHPDV
WUDQVYHUVDLV2V3DUkPHWURVHP$omRGHGLFDPXPYROXPHFRPRWtWXOR0HLR$PELHQWH
QD(VFRODDOpPGR3URJUDPDGH)RUPDomR&RQWLQXDGDGH3URIHVVRUHVUHDOL]DGRHP
1RTXHVHUHIHUHjVHVWDWtVWLFDVHGXFDFLRQDLVR0LQLVWpULRGD(GXFDomRQRDQR
GHLQFOXLXQR&HQVR(VFRODUSHUJXQWDVUHIHUHQWHVj(GXFDomR$PELHQWDO

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/HLQžGHGHDEULOGH
DTXDOGLVS}HVREUHDLQWURGXomRGD($QRHQVLQRIRUPDOGHPRGRTXHHODQmRVHMDFRQFHELGDHQTXDQWR
XPDGLVFLSOLQDLVRODGDGRFXUUtFXORPDVSHUPHLHWRGDVDViUHDVGRFRQKHFLPHQWRSDUWLQGRGRSUHVVXSRVWRTXHD
GLPHQVmRDPELHQWDOWDPEpPHQJOREDRVDVSHFWRVVRFLDLVHFRQ{PLFRVSROtWLFRVFXOWXUDLVHKLVWyULFRV
Orientações Curriculares das Diversidades Educacionais 56

1RVDQRVGHDR0LQLVWpULRGD(GXFDomRHR0LQLVWpULRGR0HLR$PELHQ-
WHÏUJmR*HVWRUGD3ROtWLFD1DFLRQDOGH(GXFDomR$PELHQWDOUHDOL]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(&

Espaço sustentável - SEDUC/MT

57 Orientações Curriculares das Diversidades Educacionais

A Educação Ambiental em Mato Grosso

$WXDOPHQWHD(GXFDomR$PELHQWDOHP0DWR*URVVRDSUHVHQWDXPDUHDOLGDGHSUR-
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WDOHFHU XPD HGXFDomR FDSD] GH FULDU FRQGLo}HV SDUD VH FRPSUHHQGHU DV FRPSOH[DV
UHODo}HVTXHVHHVWDEHOHFHPQRDPELHQWH

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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$QtVLR7HL[HL-
UDHGD&RRUGHQDomR*HUDOGH(GXFDomR$PELHQWDO&HJHD0(&37pFRQVLGHUiYHOR
Q~PHURGHHVFRODVTXHD¿UPDPGHVHQYROYHUSUiWLFDVGH($VHMDSRUPHLRGHSURMHWRV
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GDGRV UHYHODP DXPHQWR QR Q~PHUR GH PDWUtFXODV HP HVFRODV GH HQVLQR IXQGDPHQWDO
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RHVWHHHVSHFL¿FDPHQWHQRHVWDGRGH0DWR*URVVRYHUL¿FDVHWDPEpPHVVDHYROXomR

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D6HFUHWDULDGH(VWDGRGH(GXFDomRGH0DWR*URVVR6('8&07DSUHVHQWD
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,QHSMXQWDPHQWHFRPD&RRUGHQDomR*HUDOGH(GXFDomR$PELHQWDO&HJHD
DPERVGR0(&DSDUWLUGRVGDGRVGHFHQVRHVFRODUGH
Orientações Curriculares das Diversidades Educacionais 58

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($QDVHVFRODVGHYHFRQWDUFRPDSDUFHULDGHRXWUDVLQVWLWXLo}HVJRYHUQDPHQWDLVWDLV
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FDVDERUGDGDVHP($UHYHODUDPXPDFRQFHSomRQDWXUDOLVWDFRQVHUYDFLRQLVWDUHODFLRQD-
GDDRVELRPDVFRQVHUYDomRGDELRGLYHUVLGDGHXQLGDGHVGHFRQVHUYDomRUHFXSHUDomR
GHPDWDVFLOLDUHVDOpPGHDWLYLGDGHVFRPKRUWDVHTXLQWDLVHUHVROXFLRQLVWDQDWHQWDWLYD
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SURMHWRHPDQFLSDWyULRQDSURSRVLomRGHSROtWLFDVTXHHQYROYDPSURWHomRHFROyJLFDMXV-
WLoDDPELHQWDOHLQFOXVmRGHWRGRV

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QRYRVVDEHUHVHGHVHYLYHUXPDQRYDUDFLRQDOLGDGHTXHSHUPLWDjVDWXDLVHIXWXUDV
JHUDo}HVPDQHLUDVVXVWHQWiYHLVGHVHUHODFLRQDUFRPRPXQGR

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YLVWDRFDUiWHUWUDQVYHUVDOLQHUHQWHDGLPHQVmRDPELHQWDORTXDOVHFRQVWLWXLHPXPD
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munidade.

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59 Orientações Curriculares das Diversidades Educacionais

‡ 5HDOL]DomRGHDo}HVSHGDJyJLFDVQDVHVFRODVHPSDUFHLUDFRPRXWUDVRUJDQL]D-
o}HVJRYHUQDPHQWDLVHQmRJRYHUQDPHQWDLV

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‡ $o}HVHSURMHWRVTXHFRQWHPSOHPDFRPSOH[LGDGHDPELHQWDO

‡ $o}HVHSURMHWRVTXHWUDJDPHPVXDFHQWUDOLGDGHDHGXFDomRSROtWLFDGDFRPX-
QLGDGHHVFRODUGHIRUPDDFRQVWUXLUPRVVRFLHGDGHVVXVWHQWiYHLV

‡ O protagonismo juvenil e os Coletivos Jovens;

‡ ,QVHUomRQR3URMHWR3ROtWLFR3HGDJyJLFR

‡ 5HOHYkQFLDDRVVDEHUHVSRSXODUHV

3DUDWDQWRFRQVLGHUDVHWDPEpPTXHDLQFOXVmRGDGLPHQVmRDPELHQWDOQRFXU-
UtFXOR HVFRODU QD SHUVSHFWLYD GD VXVWHQWDELOLGDGH LPSOLFD QD VXEVWLWXLomR GDV DQWLJDV
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WRWDOLGDGHLPSOtFLWRQDFRPSOH[LGDGHGRDPELHQWH

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A Educação Ambiental e as áreas do conhecimento

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lização.

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desta ou daquela organização.

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VHSURS}HRHVWXGRGDVOLQJXDJHQVUHIHUHQWHj(GXFDomR$PELHQWDODOpPGDVPHWRGR-
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Orientações Curriculares das Diversidades Educacionais 60

VHD¿UPDUTXHDWUDYpVGRLPDJLQiULRDLPDJLQDomRpHVVHQFLDOPHQWHDEHUWDSURQWDD
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da forma.

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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-
lidade.

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UHVXOWDGRGRVHXWUDEDOKRGRVHXHVIRUoRFULDGRUHUHFULDGRU2VHQWLGRWUDQV-
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DTXLVLomRVLVWHPiWLFDGDH[SHULrQFLDKXPDQDFRPRXPDLQFRUSRUDomRSRULVVR
FUtWLFDHFULDGRUDHQmRFRPRMXVWDSRVLomRGHLQIRUPHVRXSUHVFULo}HVGRDGDV´
(Paulo Freire , 1982 : 121 págs).

$V ¬UHDV GR &RQKHFLPHQWR /LQJXDJHP &yGLJRV H VXDV 7HFQRORJLDV &LrQFLDV

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61 Orientações Curriculares das Diversidades Educacionais

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DVSLUDo}HVGRPLWRGDDUWHGDFLrQFLDHQ¿PRPXQGRGDFXOWXUDHGDKLVWy-
ULDTXHUHVXOWDGRGDVUHODo}HVKRPHPPXQGRFRQGLFLRQDRVSUySULRVKRPHQV
VHXVFULDGRUHV´3DXOR)UHLUH

$VGLVFLSOLQDVTXHFRPS}HPDiUHDGHCiências HumanasWrPLPSRUWDQWHFRQ-
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IRUPDVGHDFHVVRHDVFRQGLo}HVGHSHUPDQrQFLDQRDPELHQWHHQTXDQWROyFXVGD
ação humana.

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(VWDGRQRSURFHVVRGHH[SORUDomRHPHUFDQWLOL]DomRGDQDWXUH]DDVVLPFRPRRVLPSDF-
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XPDVRFLHGDGHSDXWDGDQRFRQVXPR

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biodiversidade. Já os instrumentos da MatemáticaWDLVFRPRD0RGHODJHPTXHWHPFRPR
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Orientações Curriculares das Diversidades Educacionais 62

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A contemporaneidade e a necessidade de uma educação que seja am-

biental

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63 Orientações Curriculares das Diversidades Educacionais

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SULQFtSLRVHXPSODQRGHDomRSDUDHGXFDGRUHVDPELHQWDLV

Tratado da Educação para Sociedades Sustentáveis e Responsabilida-

de Global

Princípios:

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qualquer tempo ou lugar, em seus modos formal, não-formal e informal, promo-
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Orientações Curriculares das Diversidades Educacionais 64

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65 Orientações Curriculares das Diversidades Educacionais

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Trilha interpretativa - SEDUC/MT

I. CARTA DA TERRA

RESPEITAR E CUIDAR DA COMUNIDADE DE VIDA

1. Respeitar a Terra e a vida em toda sua diversidade.

D5HFRQKHFHUTXHWRGRVRVVHUHVVmRLQWHUGHSHQGHQWHVHFDGDIRUPDGHYLGDWHP
valor, independentemente de sua utilidade para os seres humanos.

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2. Cuidar da comunidade da vida com compreensão, compaixão e amor.

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vem o dever de prevenir os danos ao meio ambiente e de proteger os direitos
das pessoas.

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3. Construir sociedades democráticas que sejam justas, participativas, sus-

Orientações Curriculares das Diversidades Educacionais 66

WHQWiYHLVHSDFt¿FDV

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4. Assegurar a generosidade e a beleza da Terra para as atuais e as futuras

gerações.

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(GXFDomR$PELHQWDO6('8&07

II. INTEGRIDADE ECOLÓGICA

5. Proteger e restaurar a integridade dos sistemas ecológicos da Terra, com

especial atenção à diversidade biológica e aos processos naturais que sustentam
a vida.

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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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dano ambiental grave.

6. Prevenir o dano ao ambiente como o melhor método de proteção ambiental

e, quando o conhecimento for limitado, assumir uma postura de precaução.

a. Agir para evitar a possibilidade de danos ambientais sérios ou irreversíveis, mes-

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sabilizadas pelo dano ambiental.

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nas.

d. Impedir a poluição de qualquer parte do meio ambiente e não permitir o aumento

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7. Adotar padrões de produção, consumo e reprodução que protejam as

capacidades regenerativas da Terra, os direitos humanos e o bem-estar comuni-
tário.

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VXPRHJDUDQWLUTXHRVUHVtGXRVSRVVDPVHUDVVLPLODGRVSHORVVLVWHPDVHFROy-
JLFRV

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ambientais seguras.

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YHQGDHKDELOLWDURVFRQVXPLGRUHVDLGHQWL¿FDUSURGXWRVTXHVDWLVIDoDPDVPDLV
DOWDVQRUPDVVRFLDLVHDPELHQWDLV
Orientações Curriculares das Diversidades Educacionais 68

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tiva e a reprodução responsável.

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QXPPXQGR¿QLWR

8. Avançar o estudo da sustentabilidade ecológica e promover o intercâmbio

aberto e a aplicação ampla do conhecimento adquirido.

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mento.

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humano.

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III. JUSTIÇA SOCIAL E ECONÔMICA

9. Erradicar a pobreza como um imperativo ético, social e ambiental.

a. Garantir o direito à água potável, ao ar puro, à segurança alimentar, aos solos

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FLRQDLVHLQWHUQDFLRQDLVGHPDQGDGRV

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69 Orientações Curriculares das Diversidades Educacionais

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QmRVmRFDSD]HVGHVHPDQWHUSRUFRQWDSUySULD

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o}HV

10. Garantir que as atividades e instituições econômicas em todos os níveis

promovam o desenvolvimento humano de forma equitativa e sustentável.

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táveis, a proteção ambiental e as normas trabalhistas progressistas.

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desenvolvimento sustentável e assegurar o acesso universal à educação e assis-
tência de saúde e às oportunidades econômicas.

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da família.

12. Defender, sem discriminação, direitos de todas as pessoas a um ambiente

natural e social capaz de assegurar dignidade humana, saúde corporal e bem-estar
espiritual, com especial atenção aos direitos dos povos indígenas e das minorias.

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FLDO

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vida sustentáveis.
Orientações Curriculares das Diversidades Educacionais 70

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SDSHOHVVHQFLDOQDFULDomRGHVRFLHGDGHVVXVWHQWiYHLV

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IV. DEMOCRACIA, NÃO-VIOLÊNCIA E PAZ

13. Fortalecer as instituições democráticas em todos os níveis e prover trans-

parência e responsabilização no exercício do governo, participação inclusiva na
tomada de decisões e acesso à Justiça.

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sobre assuntos ambientais e todos os planos de desenvolvimento e atividades
que possam afetá-las ou nos quais tenham interesse.

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GHFLV}HV

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pela ameaça de tais danos.

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bientes, e atribuir responsabilidades ambientais aos níveis governamentais onde
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71 Orientações Curriculares das Diversidades Educacionais

14. Integrar, na educação formal e aprendizagem ao longo da vida, conheci-

mentos, valores e habilidades necessárias para um modo de vida sustentável.

a. ProYHU D WRGRV HVSHFLDOPHQWH D FULDQoDV H MRYHQV RSRUWXQLGDGHV HGXFDWLYDV

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HGXFDomRSDUDVXVWHQWDELOLGDGH

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FLHQWL]DomRVREUHRVGHVD¿RVHFROyJLFRVHVRFLDLV

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vida sustentável.

15. Tratar todos os seres vivos com respeito e consideração.

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de sofrimento.

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VHPVRIULPHQWRH[WUHPRSURORQJDGRRXHYLWiYHO

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não-visadas.

16. Promover uma cultura de tolerância, não-violência e paz.

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WRGDVDVSHVVRDVGHQWURGDVHHQWUHDVQDo}HV

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UDomRQDUHVROXomRGHSUREOHPDVSDUDDGPLQLVWUDUHUHVROYHUFRQÀLWRVDPELHQ-
tais e outras disputas.

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massa.

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a paz.

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totalidade maior da qual somos parte.

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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.

BRASIL. Decreto 4.281, de 25.06.2002.Regulamenta a Lei nº 9.795, de 27 de abril de

TXHLQVWLWXLD3ROtWLFD1DFLRQDOGH(GXFDomR$PELHQWDOHGiRXWUDVSURYLGrQFLDV
DOU 26.06.2002.

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.

GOMES. G. R. N. S. Educação Ambiental Escolarizada na Rede Pública de Ensino

em Mato Grosso. I'LVVHUWDomR0HVWUDGRHP(GXFDomR±3URJUDPDGH3yV
*UDGXDomRHP(GXFDomR8QLYHUVLGDGH)HGHUDOGH0DWR*URVVR&XLDEi07

LEFF, E. Saber Ambiental, Sustentabilidade, Racionalidade, Complexidade e Po-

der3HWUySROLV9R]HV

3('5277,'pERUD6$720LFKqOHPolíticas Públicas em Educação Ambiental: Ve-

lho vinho engarrafado por novos enólogos.,Q6$1726*LOEHUWR&RRUG(GXFD-
ção: WHQGrQFLDVHGHVD¿RVGHXPFDPSRHPPRYLPHQWR%UDVtOLD81%$13(G&HQWUR-
-Oeste, 2008. No prelo.

325720)GH66D~GHS~EOLFDHLQMXVWLoDDPELHQWDOQR%UDVLO,Q$&6(/5$'+
HERCULANO, S.; PÁDUA, J. A. Justiça ambiental e cidadania. Rio de Janeiro: Relu-
me Dumará, 2004.

Carta da Terra. Disponível em; KWWSZZZFDUWDGDWHUUDFRPEU$FHVVRHP

73 Orientações Curriculares das Diversidades Educacionais

ORIENTAÇÕES CURRICULARES PARA EDUCAÇÃO

DAS RELAÇÕES ETNICORRACIAIS
75 Orientações Curriculares das Diversidades Educacionais

Apresentação

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1HVVHFRQWH[WRSDUWLFXODUPHQWHFRQ¿JXUDD~OWLPDConferência Estadual de Edu-

cação, realizada em maio/2006,QDTXDOVHFRQVWLWXLXR*UXSRGH7UDEDOKR(GXFDomR
GDV5HODo}HV(WQLFRUUDFLDLVTXHDSURYRXSURSRVLo}HVGHSROtWLFDVHGXFDFLRQDLVHQFD-
PLQKDGRSDUDYRWDomRQD$VVHPEOHLD/HJLVODWLYD'DPHVPDIRUPDGHYHVHFRQVLGHUDU
a Resolução CEE nº 204/2006 e o Parecer Orientativo CEE/MT 234/2006 sobre a Lei
10.639/03. (VVHVGRFXPHQWRVVmRQRUWHDGRUHVSDUDDVSROtWLFDVS~EOLFDVHGXFDFLRQDLV
QDVRULHQWDo}HVSDUDDLPSOHPHQWDomRGHDo}HVSHGDJyJLFDVHPXGDQoDVFXUULFXODUHV
TXHJDUDQWDPRGHVHQYROYLPHQWRGDHGXFDomRSDUDDGHVFRQVWUXomRGRUDFLVPRHD¿U-
PHDGLYHUVLGDGHHWQLFRUUDFLDO

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pIUXWRLQLFLDOGRVHVIRUoRVGHSURIHVVRUHVDVTXHLQWHJUDPDHTXLSHWpFQLFDGD6HGXF
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Orientações Curriculares das Diversidades Educacionais 76

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VRFLDOHFRQ{PLFDHSROtWLFDSHUWLQHQWHVjKLVWyULDGR%UDVLO†ž/(,

1R%UDVLODGLVFULPLQDomRpWQLFRFXOWXUDOHUDFLDOUHSURGX]VHHPYiULRVFRQWH[WRV
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UHSURGXo}HV0HVPRQmRVHQGRSURGXWRUDGHUHODo}HVH[FOXGHQWHVDFDEDSRUUHÀHWLUDV
WUDPDVVRFLDLVH[LVWHQWHVQRHVSDoRPDFURGDVRFLHGDGH
77 Orientações Curriculares das Diversidades Educacionais

(PVHWUDWDQGRGDSUHVHQoDQHJUDQDHGXFDomRSHVTXLVDVHHVWXGRVUHFHQWHV
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(PVHWUDWDQGRGRDOXQDGRQHJURYHUL¿FDVHXPWUDWDPHQWRGLIHUHQFLDGRSHUFHSomR
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QmRYHUEDLVHLQFXOFDomRGHLQIHULRULGDGHVDWUDYpVGHFRGLQRPHVHHVWHUHyWLSRVUH-
ODFLRQDQGRRVDWULEXWRVItVLFRVGRVQHJURVjVFRLVDVHDQLPDLV2EVHUYDVHTXHHVVDV
PHVPDVIRUPDVGLVFULPLQDWyULDVVHHVWHQGHPVHWDPEpPDRDOXQDGRLQGtJHQDHVHXV
GHVFHQGHQWHV

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HVmRDWXDOL]DGDVFRWLGLDQDPHQWH

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nossa formação.

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TXDOTXHUFRLVDDFRQVFLrQFLDGDGLIHUHQoDGDFRQVFLrQFLDGRSURFHVVRKLVWyULFRSDUWLFX-
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EDVWDQWHDYDQoDGDWHFQLFDPHQWH+HFN 3UH]LD

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GDVSROtWLFDVS~EOLFDVHGXFDFLRQDLVSDUWLQGRGRIRFRGHVLJXDOGDGHV

(VVD HGXFDomR QmR VH IDUi Vy FRP UHFRPHQGDo}HV PDV H[LJHPVH Do}HV FRP
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YLVWDTXHDDOWHUDomRGD/HLQƒ/'%WRUQRXREULJDWyULR³>@QRVHVWDEHOHFLPHQ-
Orientações Curriculares das Diversidades Educacionais 78

WRVGH(QVLQR)XQGDPHQWDOH0pGLRR¿FLDLVHSDUWLFXODUHV>@RHQVLQRVREUH+LVWyULDH
&XOWXUD$IUREUDVLOHLUD$IULFDQDH,QGtJHQD´

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GHFRQVFLrQFLDSROtWLFDHKLVWyULFDGDGLYHUVLGDGHHWQLFRFXOWXUDORXVHMDFDSD]HVGHVH
DXWRD¿UPDUHPHYLYHUHPQXPDVRFLHGDGHSOXUDO

Como organizar o ensino aprendizagem para a inclusão das questões

indígenas, africanidades e afrobrasileira?

O ensino GD(GXFDomRGDV5HODo}HV(WQLFRUUDFLDLVHRHQVLQRGD+LVWyULDGDÈIULFD
H GD &XOWXUD$IUREUDVLOHLUD$IULFDQD H ,QGtJHQD GHYHP FRQVWLWXLU XPD HVWUXWXUD H XP
IXQGDPHQWRSDUDDH¿FiFLDGHXPDSUiWLFDVRFLDOSOXUDOHGHD¿UPDomRHWQLFRUUDFLDO.

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omRGDLGHQWLGDGHpWQLFRUUDFLDO

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SHUFHSomRGDVFRQWULEXLo}HVGRVLQGtJHQDVQHJURVDVHDIULFDQRVDVQDFRQV-
WUXomRGRSDWULP{QLRPDWHULDOHLPDWHULDOGRSDtVHGDV$PpULFDV

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QLFRUUDFLDLVORFDLV

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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

EDUCAÇÃO DAS RELAÇÕES ETNICORRACIAIS

NO CURRÍCULO
Orientações Curriculares das Diversidades Educacionais 80

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

Quilombo Vila Bela - SEDUC/MT

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VRFLHGDGHEUDVLOHLUD(VVHFRPSRUWDPHQWRpIUXWRGRLGHDOGHEUDQTXHDPHQWRSROLWLFD-
mente pensado para o país.

0XQDQJDFRPSUHHQGHTXH

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GHVVDPHVPDGLYHUVLGDGHQRVVDEHUHVHFRQKHFLPHQWRVTXHVmRDSUHHQGLGRV
QRHVSDoRHGXFDFLRQDOHPDQLSXODGRVQDVRFLHGDGHFRPRXPWRGRSiJ

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possibilitará maior valorização da identidade indígena no país e a herança desses povos
HPQRVVDIRUPDomRFXOWXUDO&RQIRUPH2OLYHLUDH)UHLUHSiJ
Orientações Curriculares das Diversidades Educacionais 82

O indígena, seja no passado mais remoto ou no momento atual, seja na Ama-

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FRQWUROHVREUHRVUHFXUVRVDPELHQWDLVH[LVWHQWHVSiJ

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ção de mundo.

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0LQGOLQ 3RUWHOD

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turais no ensino.

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GDSRSXODomRGDTXDOVHQXWUHRVLVWHPDHGXFDFLRQDO´6$&5,67È1SiJ
83 Orientações Curriculares das Diversidades Educacionais

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FDPLQKRV

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IRUPDVGHFRQKHFHUVmRYiOLGDVHTXDLVQmRRVmRRTXHpFHUWRHRTXHpHUUDGRRTXH
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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EUDQFD

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VROLGDomRGDGHPRFUDFLDEUDVLOHLUD
Orientações Curriculares das Diversidades Educacionais 84

2VFRQWH~GRVSDUDRGHVHQYROYLPHQWRGD(GXFDomRGDV5HODo}HV(WQLFRUUDFLDLV
GHYHPSDVVDUSRUWRGDVDViUHDVGHFRQKHFLPHQWRHPRGDOLGDGHVGHHQVLQRFRPXPD
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HGXFDomRTXHDWHQGDjVGHPDQGDVGRVJUXSRVHWQLFRUUDFLDLVHjGLYHUVLGDGHFXOWXUDO
YLVDQGR JDUDQWLU R VXFHVVR HVFRODU GH QHJURVDV H QmRQHJURVDV LQGtJHQDV H QmR-
-indígenas.

2V FRQWH~GRV FXUULFXODUHV GHYHP VHU DERUGDGRV QXPD SHUVSHFWLYD GH HGXFDU
SDUDRUHVSHLWRjGLIHUHQoDHGHVHQFDGHDUDD¿UPDomRGDLGHQWLGDGHQHJUDHRXLQ-
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SURSLFLHP

‡ 'HVFRQVWUXomRGHLGHLDVSUHFRQFHLWXRVDVHSHMRUDWLYDVTXHFLUFXQGDPDFRPSUH-
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GHJUXSRVLQGtJHQDVHSRSXODo}HVQHJUDV

‡ 'HVHQYROYLPHQWRGHDWLYLGDGHVFXUULFXODUHVTXHJDUDQWDPDSUHQGL]DJHQVVREUH
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DIULFDQD

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DIULFDQDVHDIURGHVFHQGHQWHVQRSURFHVVRGHIRUPDomRGRSDtV

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‡ 5HFRQKHFLPHQWR GRV HVSDoRV H WHUULWRULDOLGDGHV RFXSDGDV SRU SRSXODo}HV QH-

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11.645/08.

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GHRXWUDOXWRXHFRQWLQXDOXWDQGRSDUDSUHVHUYDUVXDPDQHLUDGHVHUSHQVDUDJLUH
FXOWXDU
85 Orientações Curriculares das Diversidades Educacionais

Práticas Pedagógicas e Interdisciplinaridade:

Partindo da concepção de que a educação das relações etnicorraciais se dá

a qualquer tempo,FRQWH~GRVUHIHUHQWHVjTXHVWmRUDFLDOGHYHPVHUWUDWDGRVHPWRGRR
SURFHVVRHQVLQRDSUHQGL]DJHPGHIRUPDLQWHUHRXWUDQVGLVFLSOLQDU'HFRUUHGHVVHSRU-
PHQRURIDWRGHTXHRVFRQWH~GRVUHODFLRQDGRVjTXHVWmRUDFLDOQmRHVWmRUHVWULWRVD
XPDiUHDGHFRQKHFLPHQWRGLVFLSOLQDFLFORGHIRUPDomRKXPDQDHRXPRGDOLGDGHGH
HQVLQR3RUpPpLQHJiYHOTXHGHWHUPLQDGDVFLrQFLDVSRGHPFRQVWLWXLUXPFDPSRPDLV
SURStFLRSDUDRGHVHQYROYLPHQWRGHFRQWH~GRVUHODWLYRVjGLYHUVLGDGHHWQLFRUUDFLDO

1HVVHVHQWLGRpQDRUJDQL]DomRGRWUDEDOKRSHGDJyJLFRGHIRUPDLQWHUHRXWUDQVGLV-
FLSOLQDUTXHDVHOHomRGRVFRQWH~GRVGHVHQFDGHDUiDSUHQGL]DJHPTXHYDORUL]HHUHVSHLWH
DVGLIHUHQoDVHPUHODomRDIHQyWLSRUHOLJLmRHFXOWXUDHPWRGDVDVHWDSDVGDHGXFDomR
87 Orientações Curriculares das Diversidades Educacionais

EDUCAÇÃO INFANTIL38

6pULHVLQLFLDLV6('8&07

1DPRGDOLGDGHGH(GXFDomR,QIDQWLOVmRLQGLVVRFLiYHLVRFXLGDGRHDHGXFDomRQR
DWHQGLPHQWRjVFULDQoDV39$DomRHGXFDWLYDQHVVDIDVHSUHRFXSDVHFRP³GHVHQYROYL-
PHQWRLQWHJUDOGDFULDQoDGHDWpDQRVGHLGDGHHPVHXVDVSHFWRVItVLFRSVLFROyJLFR
LQWHOHFWXDOHVRFLDOFRPSOHPHQWDQGRDDomRGDIDPtOLDHGDFRPXQLGDGH´40.

3DUD5RFKDDVFULDQoDVGHDDQRVVmRRVVXMHLWRVGDHGXFDomRLQIDQWLO

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FROHWLYR

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GD PDLRU FRQVLGHUDQGR TXH DV UHODo}HV HVWDEHOHFLGDV VmR QXPD IDVH GH GHVHQYROYL-
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VREUHRPHLRVRFLDOHPTXHDFULDQoDHVWiLQVHULGD

'HSDUDPRQRVDTXLFRPDUHVSRVWDVREUHDLPSRUWkQFLDGDVTXHVW}HVHWQLFRUUD-
FLDLVQD(GXFDomR,QIDQWLOFRQVLVWHH[DWDPHQWHQDJUDQGHDWLYLGDGHGLVSHQVDGDjHGX-
FDomR GD LQIkQFLD QR FRQYtYLR FRP RV RXWURV e SRUWDQWR XP WHUUHQR PXLWR IpUWLO GH
DSUHQGL]DGRVPDLVIRFDOL]DGRVQDUHHODERUDomRGHVHQWLPHQWRVLGHLDVHSHUFHSo}HV
SRVLWLYDVVREUHVLHVREUHRRXWUR6RX]D>HWDO@VDOLHQWDTXHDHGXFDomRDQWLUUDFLVWD
GHYHWHULQtFLRFHGRGDPHVPDIRUPDTXHDVLGHQWLGDGHVGHJrQHURFRPHoDPQDWHQUD
38
 'LVFXVVmRRULJLQDOPHQWHDERUGDGDQRDUWLJR$FULDQoDQHJUDQD(GXFDomR,QIDQWLOGLiORJRVFRPD/HLGH
Ângela Maria dos Santos.
39
BRASIL, 2005.
40
Art. 29 da LDB.
Orientações Curriculares das Diversidades Educacionais 88

LQIkQFLDHDVTXHVW}HVUDFLDLVWDPEpPGHYHPVHUH[SORUDGDVHQHJRFLDGDVHQTXDQWR
SHUFHSomRQRPXQGRVRFLDOLQIDQWLO41

/LPDDRRULHQWDUVREUHDDERUGDJHPGDKLVWyULDHFXOWXUDQHJUDQD(GXFD-

omR,QIDQWLOVXJHUHDLPSRUWkQFLDGHVHGLVVHPLQDUDWLWXGHVSRVLWLYDVHPUHODomRDRVHJ-
PHQWRQHJURXWLOL]DQGR³GRO~GLFRHGRDIHWRHVWLPXODURFRQWDWRDDGPLUDomRRHQFDQWR
SHODHVWpWLFDHSHORLPDJLQiULRDIULFDQRHDIURGHVFHQGHQWH%ULQFDGHLUDVHEULQTXHGRV
FDQWLJDVHPXLWDµFRQWDomR¶GHKLVWyULDVTXHIDOHPOHPEUHPHVHUH¿UDPDRPXQGRQHJUR
VHUYLUmRFRPRPHLRVSDUDURPSHURXHYLWDUTXHVHFRQVWUXDPEDUUHLUDVHSUHFRQFHLWRV´

$VFULDQoDVGHVGHPXLWRFHGRGHYHPVHUHGXFDGDVSDUDFRQYLYHUGHIRUPDUHV-
SHLWRVD FRP D GLYHUVLGDGH 2 IDWR GH QD HVFROD QmR WHU SRU H[HPSOR LQGtJHQD QmR
SRGHMXVWL¿FDURVLOHQFLDPHQWRGDHVFRODSDUDHVVDVTXHVW}HV'HYHVHWUD]HUSUHVHQWH
RVUHIHUHQFLDLVFXOWXUDLVKLVWyULFRVHLGHQWLWiULRGHVVHVSRYRV3ULPHLURSRUTXHWUDWDVH
GHTXHVW}HVVREUHDLGHQWLGDGHQDFLRQDOLQGHSHQGHQWHGRVWUDoRVDSDUHQWHVGDQRVVD
GHVFHQGrQFLDHWQLFRUUDFLDO6HJXQGRSRUTXHQmRHGXFDPRVDSHQDVSDUDRORFDOHPTXH
estamos diretamente envolvidos, mas, sim, para o mundo e sua diversidade.

'HYHPVH LQWURGX]LU QD DomR HGXFDWLYD EULQTXHGRV H DWLYLGDGHV TXH DX[LOLHP QD
DSUHQGL]DJHP VREUH D GLYHUVLGDGH WDLV FRPR ERQHFDV QHJUDV LQGtJHQDV H RXWUDV D
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QDVRFLHGDGHEUDVLOHLUDKLVWyULDVLQIDQWLVTXHLQFOXDPSHUVRQDJHQVQHJURVHLQGtJHQDV
FRPSURWDJRQLVPRQDKLVWyULDHTXHH[DOWHPSRVLWLYDPHQWHRIHQyWLSRQHJURHLQGtJHQD

$(GXFDomR,QIDQWLOWHPFRPRIRFRSULQFLSDODSULPRUDUDVRFLDELOLGDGHGDVFULDQoDV
2VUHIHUHQFLDLVWHPiWLFRVSRGHPHGHYHPDX[LOLDUQRSURFHVVRGHHGXFDomRGDVUHOD-
o}HVHWQLFRUUDFLDLVDWUDYpVGH

‡ Expressão oral: KLVWyULDVFRPSHUVRQDJHQVQHJURVHLQGtJHQDVP~VLFDVWHD-

WURVSRHPDVHVWpWLFDGUDPDWL]Do}HVHMRJRVEULQFDGHLUDVHHOHPHQWRVFXOWX-
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‡ Cor, forma, tamanho e espessuraREMHWRVEORFRVOyJLFRVFRPLPDJHPHGH-

VHQKRV¿JXUDVJHRPpWULFDVTXHHQYROYDPRXQLYHUVRFXOWXUDOHHWQLFRUUDFLDOGD
VRFLHGDGHPDWRJURVVHQVH

‡ Corporeidade: FRQKHFLPHQWR H UHFRQKHFLPHQWR SRVLWLYR GDV GLIHUHQoDV HWQL-

FRUUDFLDLV

‡ Cooperação, solidariedade, respeito±DWLYLGDGHVO~GLFDVTXHLQWHJUHPHSUR-

voquem aprendizados sobre as diferenças.

41
 9HU6RX]D>HWDO@SiJ
89 Orientações Curriculares das Diversidades Educacionais

ENSINO FUNDAMENTAL42

Introdução

2VFRQWH~GRVSDUDDDERUGDJHPGDHGXFDomRGDVUHODo}HVHWQLFRUUDFLDLVKLVWyULD
H FXOWXUD DIUREUDVLOHLUD H LQGtJHQD QR FXUUtFXOR GHYHP VHU GHVHQYROYLGRV DR ORQJR GR
(QVLQR)XQGDPHQWDOGHYHQGRVHUSURJUHVVLYDPHQWHDSURIXQGDGRVFRQIRUPHFDGDFLFOR

3DUD5RFKD 7ULQGDGHD³TXHVWmRGRUDFLVPRGHYHVHUDSUHVHQWDGDjFR-

PXQLGDGH HVFRODU GH IRUPD TXH VHMDP SHUPDQHQWHPHQWH UHSHQVDGRV RV SDUDGLJPDV
HPHVSHFLDORVHXURFrQWULFRVFRPTXHIRPRVHGXFDGRV´

1DVHWDSDVLQLFLDLVGR(QVLQR)XQGDPHQWDOSRGHLQWURGX]LUWHPDVGDFXOWXUDDIUL-
FDQDHDIUREUDVLOHLUDDWUDYpVGHOHQGDVFRQWRVFDQWLJDVHEULQFDGHLUDVYROWDGRVWDP-
EpPSDUDDVSHFWRVKLVWyULFRV(QDVDXODVGH&LrQFLDV6RFLDLVUHWUDWDUDSUHVHQoDGRV
DIULFDQRVHLQGtJHQDVQD+LVWyULDGR%UDVLOSDUDDOpPGDUHODomRjHVFUDYLGmRSHUFHEHU
DV PDUFDV GHVVD SUHVHQoD YLYD QDV P~VLFDV QDV IHVWDV QR YRFDEXOiULR QRV KiELWRV
alimentares e outros. (Lima 2006, pág. 35)

&KDPDVHDDWHQomRSDUDXPDGDVFRQWULEXLo}HVDIULFDQDVQDVRFLHGDGHEUDVLOHLUD
PDOFRQKHFLGDHFHUFDGDGHPXLWRVSUHFRQFHLWRVDUHOLJLmRGHPDWUL]DIULFDQDTXHGHYH
VHUDERUGDGDVRERSULVPDFXOWXUDOYLVWRTXHHVVHFDPSRDSUHVHQWDVHFRPRXPHVSDoR
LGHDOSDUDGLVFXVVmRGHFRQVWUXomRGHLGHQWLGDGHQDFLRQDOQDTXDOHPHUJHPQRYDVHV-
WUDWpJLDVGHRUJDQL]DomRTXHDSRQWDPSHUVSHFWLYDVSDUDDHGXFDomRSOXULHPXOWLFXOWXUDO

2VWHPSORVUHOLJLRVRVDIUREUDVLOHLURVFRQVWLWXHPVHHPHVSDoRGHOXWDHUHVLVWrQ-
FLDQDFRQVWUXomRGDLGHQWLGDGHQHJUD3RUVHWUDWDUGDQRVVDKLVWyULDHFXOWXUDGHYHVHU
DERUGDGRQRFXUUtFXORHVFRODU,JXDOPHQWHDFRVPRYLVmRLQGtJHQDVHXVPLWRVHFUHQoDV
GHYHP VHU WUDEDOKDGRV GH IRUPD TXH SRVVLELOLWH XP SURFHVVR HGXFDWLYR GH UHVSHLWR j
diversidade religiosa.

2 (QVLQR )XQGDPHQWDO GHYH JDUDQWLU UHIHUHQFLDLV GDV TXHVW}HV HWQLFRUUDFLDLV QR

SURFHVVRGHHQVLQRDSUHQGL]DJHPGXUDQWHRDQROHWLYRHPWRGDVDViUHDVGHFRQKHFL-
PHQWRDSDUWLUGRVHL[RVWHPiWLFRV43 :

‡ 2$QHJURDHRDLQGtJHQDQDKLVWyULDGR%UDVLOHGH0DWR*URVVR

‡ (VSDoRVHWHUULWyULRVTXLORPERODVHLQGtJHQDV

‡ $GLYHUVLGDGHFXOWXUDOGRVSRYRVLQGtJHQDVHP0DWR*URVVR

42
 %DVHDGRHPFRQWULEXLo}HVGDPRQRJUD¿DGHÆQJHOD0DULDGRV6DQWRVSDUDFHUWL¿FDGRGHHVSHFLDOLVWDHP(GXFD-
omRH5HODo}HV5DFLDLVQD6RFLHGDGH%UDVLOHLUD
43
 (QWHQGHVHSRUHL[RVWHPiWLFRVRFDPLQKDUHDVUHIHUrQFLDVGDVFRQVWUXo}HVGRFXUUtFXORHVFRODUUHVJXDUGDGDV
DVHVSHFL¿FLGDGHVGHFDGDFRPXQLGDGHHVFRODUHVHXVVDEHUHVORFDLV
Orientações Curriculares das Diversidades Educacionais 90

‡ 'LYHUVLGDGHFXOWXUDOHUHOLJLRVDQR(VWDGRHQRSDtV

‡ &RQWULEXLo}HVQHJUDVHLQGtJHQDVQDOLQJXDJHPORFDOHQDFLRQDO

‡ 5HOLJLRVLGDGHH0LWRORJLD,QGtJHQDH$IULFDQDQDFRPSRVLomRFXOWXUDOEUDVLOHLUD
FRQVLGHUDQGRRVLQFUHWLVPRUHOLJLRVR

(VWHVHL[RVSRGHPVHUGHVHQYROYLGRVGHYDULDGDVIRUPDVUHVSHLWDQGRRVFLFORVGH
IRUPDomRKXPDQDGLIHUHQFLDQGRDLQWHQVLGDGHGDDERUGDJHPSDUDDVHWDSDVGHDSUHQ-
dizagens.

1º CICLO DE FORMAÇÃO HUMANA44

Nas Ciências Humanas e suas Tecnologias, RDHGXFDGRUDGHYHGLVFXWLUFRP

RVDV HGXFDQGRVDV R UHVSHLWR DR RXWURD HQIRFDQGR D SOXUDOLGDGH pWQLFD FXOWXUDO H
UHOLJLRVDH[LVWHQWHQDVDODGHDXOD1HVVHSURFHVVRpLPSRUWDQWHRXVRGHUHFXUVRVO~-
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PXOWLSOLFLGDGHVpWQLFDVSUHVHQWHVQDHVFROD

Na Área das Linguagens e suas Tecnologias, através da literatura infantil, tra-

EDOKDUFRPYDULDGRVJrQHURVWH[WXDLVFRQWRVPLWRORJLDDIULFDQDVHLQGtJHQDVTXHWUD-
JDPLQIRUPDo}HVVREUHDFRQWULEXLomRQHJUDHLQGtJHQDSDUDDFXOWXUDEUDVLOHLUDXVDU
SDODYUDVGHRULJHPDIULFDQDHLQGtJHQDH[SOLFDQGRVHXXVRQRFRQWH[WRUHJLRQDOSDUD
alfabetização e letramento.

1DV HWDSDV LQLFLDLV XWLOL]DU UHFXUVRV TXH GHHP YLVLELOLGDGH j FULDQoD LQGtJHQD H
afro-mato-grossense em situação de valorização para a leitura visual, ressaltando as di-
IHUHQoDVELRWtSLFDVGDVFULDQoDVH[SOLFDQGRDLPSRUWkQFLDGDDXWRDFHLWDomRFRPRIRUPD
de valorização do Ser.

2º e 3º CICLOS DO DESENVOLVIMENTO HUMANO

Ciências Humanas e suas tecnologias: Os povos indígenas em Mato Grosso

DQWHVGDFRORQL]DomREHPFRPRDVRULJHQVGRSRYRQHJURTXHYHLRSDUDDFDSLWDQLDGH
Cuiabá e Mato Grosso.

‡ Irmandades Negras (Irmandade de Nossa Senhora do Rosário dos Pretos e de

6mR%HQHGLWRFRPRHVSDoRGHUHVLVWrQFLDDIURPDWRJURVVHQVHHVSHFLDOPHQWH
QD%DL[DGD&XLDEDQD

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GmRWDQWRjpSRFDFRORQLDOTXDQWRLPSHULDO
44 Por João Bosco da Silva.
91 Orientações Curriculares das Diversidades Educacionais

‡ 3DUWLFLSDomRLQGtJHQDHQHJUDQDIRUPDomRGDFDSLWDQLDGH&XLDEiH0DWR*URV-
VRHVSHFLDOPHQWHQDVYLODVHFLGDGHVVHWLFHQWLVWDV

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DIULFDQRVTXHYLHUDPSDUDR%UDVLOFRPDGLiVSRUDQHJUDHPVHWUDWDQGRGHre-
ligião e religiosidade,FRPHQWDUDVGLYHUVDVPDQHLUDVTXHRVHUKXPDQREXVFD
SDUDID]HUVXDOLJDomRFRPR6HU7UDQVFHQGHQWHGHVWDFDQGRDVIRUPDVGHVVD
PDQLIHVWDomRQDVUHOLJL}HVGHPDWUL]DIULFDQDSUHVHQWHVHP0DWR*URVVR

Linguagens e suas Tecnologias: Através dos diferentes tipos de linguagens evi-

GHQFLDUDVFRQWULEXLo}HVFXOWXUDLVLQGtJHQDVHDIUREUDVLOHLUDVHQDOLWHUDWXUDLQIDQWRMXYH-
nil, utilizar-se de obras que elevem a autoestima dos povos indígenas e negros visando
GHVFRQVWUXLURVHVWHUHyWLSRVWmRLPSUHJQDGRVQRHVSDoRHVFRODU

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‡ ([SUHVV}HVHPDQLIHVWDo}HVSRSXODUHVGHLQÀXrQFLDLQGtJHQDHQHJUD

Conteúdos para a Educação das Relações Etnicorraciais e o ensino da

História e Cultura Afro-brasileira e Africana no Ensino Médio

1R(QVLQR0pGLRGHYHVHDWHQWDUSDUDRWUDWRGDVTXHVW}HVUDFLDLVYLVDQGRjVSRV-
WXUDV SRVLWLYDV GRD HGXFDQGRD IUHQWH j GLYHUVLGDGH HWQLFRUUDFLDO H VXD KDELOLGDGH GH
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mundo do trabalho. Para Barbosa (2006):
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FR$DERUGDJHPVXSHU¿FLDOHGLVWDQWHGRFRWLGLDQRHVFRODUUHIRUoDHVWHUHyWLSRV
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SDUDFRPDQGDU,VVRWHPPXGDGRFRPDo}HVHGXFDWLYDVGRVPRYLPHQWRVVR-
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HWQLFRUUDFLDLVTXHFRPS}HPRSRYREUDVLOHLUR
Orientações Curriculares das Diversidades Educacionais 92

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Do}HVTXHGHHPFRQWDGHDEVRUYHUDVWHQV}HVH[LVWHQWHVQDVRFLHGDGHEUDVLOHLUDHVSH-
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93 Orientações Curriculares das Diversidades Educacionais

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1. Ciências Humanas e suas Tecnologias: VHXFRQMXQWRGHGLVFLSOLQDVSRGHFROD-

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2. Ciências das Linguagens e suas tecnologias: nesta área deve-se apresentar

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povos.

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brasileira e a abordagem do/a negro/a do/a indígena nas obras; e diversidade
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abordadas.
Orientações Curriculares das Diversidades Educacionais 94

3. Ciência da Natureza e Matemática: Inserir em diversos momentos dados sobre

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demais saberes.

As Religiões de matriz africana e o Ensino Religioso escolar

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de matrícula facultativa, é parte integrante da formação básica do cidadão e constitui disciplina
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diversidade cultural religiosa do Brasil, vedadas quaisquer formas de proselitismo. 46

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45
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46
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95 Orientações Curriculares das Diversidades Educacionais

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tava no Orun se materializava e se mostrava no Aiyê. Ou seja, tudo que estava no
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trabalhava muito, ajudando sua mãe. Ela passava dias inteiros a pilar inhame. Um
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também são. Com isso, outros universos devem ser abordados em sala de aula e não
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Orientações Curriculares das Diversidades Educacionais 96

$UHOLJLmRpXPDLPSRUWDQWHUHIHUrQFLDGDLGHQWLGDGH*RYHUQDDYLGDHVSLULWXDOGRV
indivíduos e mantém, na ordem do particular, um conjunto de práticas e deveres. Como
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simplesmente por ser diferentes. eLQGLVFXWtYHOTXHRVFXUUtFXORVGHYDPUHÀHWLUDVFRQ-
tribuições dos diversos grupos étnicos para a formação da nação e cultura brasileira.
Omitir essas contribuições, ou não reconhecê-las na sua totalidade, é uma forma de
discriminá-las.

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do Ensino Fundamental.2GLDORJRGHYHVHUFRQVWUXtGRDSDUWLUGRGLIHUHQWHRDRXWURD
HPUHYHUrQFLDDRPHVPR7UDQVFHQGHQWH'HXVSUHVHQWHQRDRXWURDGHPRGRGLIHUHQ-
WHQDFHUWH]DQDFODUH]DGHTXHDEUS é UM e MAIS50.

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mação é completa e o silêncio é perturbador. O silêncio diz muita coisa: historicamente,
o continente é visto invariavelmente>DSHQDV@ como fornecedor de escravos. 

47
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2005. pág. 31.
48
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97 Orientações Curriculares das Diversidades Educacionais

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52
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CEAD/UnB. 20006. pág. 135
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54
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55
Eduardo David de Oliveira.&RVPRYLVmR$IULFDQDQR%UDVLO(OHPHQWRVSDUDXPD¿ORVR¿DDIURGHVFHQGHQWH IPAD.
Curitiba – PR, 2006. pág. 67.
56
Denise Botelho. 5HOLJLRVLGDGH DIUREUDVLOHLUD D H[SHULrQFLD GR &DQGRPEOp. In: (GXFDomR$IULFDQLGDGHV %UDVLO.
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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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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Orientações Curriculares das Diversidades Educacionais 104

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107 Orientações Curriculares das Diversidades Educacionais

ORIENTAÇÕES CURRICULARES
PARA A EDUCAÇÃO DO CAMPO
Orientações Curriculares das Diversidades Educacionais 108

A invenção das novas formas de sociabilidade – Viver na fronteira

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numa questão pessoal, assumir uma espécie de responsabilidade
pessoal que cria uma transparência total entre os atos e as suas
consequências. Na fronteira, vive-se a sensação de estar a participar
na criação de um novo mundo.

Boaventura S. Santos
109 Orientações Curriculares das Diversidades Educacionais

Apresentação

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tentabilidade e a solidariedade.

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Orientações Curriculares das Diversidades Educacionais 110

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HFULDWLYRGDTXHOHVTXHDFUHGLWDPQDXWRSLDHQRSRGHUGH³VHUPDLV´GHVFULWRSHOR
H[tPLRHGXFDGRU3DXOR)UHLUH3DUDWDQWRVXJHULPRVRWUDEDOKRFRP³7HPi-
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

A CONSTRUÇÃO DE UMA EDUCAÇÃO

DO CAMPO67 NO BRASIL

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

$/HL1žGHGHVHWHPEURGHWDPEpPFRQKHFLGDFRPR/HLGH7HUUDV
HR'HFUHWR1žGHGHMDQHLURGHFRQKHFLGRcomo 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$JULFXOWRUHV6HP7HUUDRULXQGR
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-
omRGHTXHQRVHXDUWLJR†DVVHJXUDYDRGLUHLWRGHSURSULHGDGHFRQGL-
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).

No ano de 1962, o então presidente João Goulart apresentou no Congresso Na-

FLRQDOXPSURMHWRGHXP&yGLJR$JUiULRUHVXOWDQWHGRWUDEDOKRGHXPDFRPLVVmROLGH-
rada pelo deputado Milton Campos. No entanto, o projeto, por não ser efetivamente
DYDQoDGRQRTXHGL]UHVSHLWRjUHIRUPDDJUiULDWHPDSROrPLFRGDpSRFDTXHDFDERX
SRUFDXVDUPXLWDFRQWURYpUVLDQmRIRLDSURYDGRSHORSDUODPHQWR6$1726SiJ
124s).

1RDQRGHPDLVSUHFLVDPHQWHHPGHRXWXEURRSUHVLGHQWH&DVWHOR%UDQ-
FRHQFDPLQKRXDR&RQJUHVVR1DFLRQDOR3URMHWR(VWDWXWRGD7HUUDFXMDSULQFLSDOIXQomR
HUDIRUQHFHUUHVSRVWDDRVSUREOHPDVIXQGLiULRVEUDVLOHLURV3DUDWDQWRDHODERUDomRGHV-
VDOHJLVODomRWRPRXFRPRSDUDGLJPDDLGHLDGHPRGHUQL]DomRDJUiULDWHPiWLFDUHOHYDQ-
WHFRPRGHVHQYROYLPHQWRHDLQGXVWULDOL]DomRGR%UDVLOQDpSRFD(PGHQRYHPEUR
do mesmo ano, o (VWDWXWRGD7HUUDIRLDSURYDGRFRPR/HL1ž'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.

Nos itens 10 a 14 da Seção )XQGDPHQWRV(FRQ{PLFRV e nos itens 18 a 26 da Se-

ção Reforma Agrária e Desenvolvimento Rural,HQFRQWUDPRVDOpPGHXPGLDJQyVWLFR
RGHWDOKDPHQWRGDLPSRUWkQFLDGDPRGHUQL]DomRGHQRVVRVHWRUSULPiULRDVVLPFRPR
SURSRVLo}HVSDUDVXSHUDUGLWRDWUDVR1DVHomRHQFRQWUDPRV³1mRVHFRQWHQWDR
SURMHWR HP VHU XPD OHL GH UHIRUPD DJUiULD 9LVD WDPEpP j PRGHUQL]DomR GD SROtWLFD
DJUtFRODGR3DtVWHQGRSRULVVRPHVPRREMHWLYRPDLVDPSORHDPELFLRVRpXPDOHLGH
Desenvolvimento Rural72´

$OpPGDVPRWLYDo}HVGHQDWXUH]DDJUtFRODHVRFLDOTXHDQWHFHGHUDPDSURPXOJD-
ção do Estatuto da Terra, devemos referir à questão atinente à salvaguarda da soberania
QDFLRQDO QD 5HJLmR GR &HQWURRHVWH DPHDoDGD QD yWLFD GDV HOLWHV QDFLRQDLV GHVGH
RVFRQÀLWRVGH7URPEDVH)RUPRVR73 e da atuação da *XHUULOKDGR$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

 27tWXOR,'LVSRVLo}HV3UHOLPLQDUHVpFRPSRVWRGHWUrVFDStWXORV3ULQFtSLRVH

'H¿QLo}HV$FRUGRVH&RQYrQLRVHGDV7HUUDV3~EOLFDVH3DUWLFXODUHV'HVWDFDVHRSUL-
PHLURSRUID]HUUHIHUrQFLDDRVGRLVJUDQGHVSULQFtSLRVGR'LUHLWR$JUiULR)XQomR6RFLDO
GD3URSULHGDGH$UWžFDSXWH†žHDUWVHH-XVWLoD6RFLDO$UWž†žHSRU
DSUHVHQWDUGH¿QLo}HVGRVSULQFLSDLVLQVWLWXWRVGR'LUHLWR$JUiULR5HIRUPD$JUiULD3ROt-
WLFD$JUtFROD,PyYHO5XUDO3URSULHGDGH)DPLOLDU0yGXOR5XUDO0LQLI~QGLR/DWLI~QGLR
(PSUHVD5XUDO3DUFHLUR&RRSHUDWLYD,QWHJUDOGH5HIRUPD$JUiULDH&RORQL]DomR

 27tWXOR,,'D5HIRUPD$JUiULDWUDWDGHVWDWHPiWLFDWmRFRQWURYHUVDVHQGRTXH

SRGHPRVHQFRQWUDUXPDVpULHGHDOWHUDo}HVSRVWHULRUHVHVSHFLDOPHQWHHPGHFRUUrQFLD
da promulgação da Constituição de 1988.

 27tWXOR,,,'D3ROtWLFDGH'HVHQYROYLPHQWR5XUDOpIRUPDGRSRUTXDWURJUDQGHV

FDStWXORV,7ULEXWDomRGD7HUUD,,&RORQL]DomR,,,$VVLVWrQFLDH3URWHomRj(FRQR-
mia Rural e IV - Do Uso ou da Posse Temporária da Terra, todos também alterados pela
legislação posterior.

1R7tWXOR,9'DVGLVSRVLo}HV*HUDLVH7UDQVLWyULDVGHVWDFDVHRDUWLJRTXH

DSRQWDD¿QDOLGDGHGHVWDOHJLVODomR³$DSOLFDomRGDSUHVHQWH/HLGHYHUiREMHWLYDUDQ-
74
 &XPSUH GLVWLQJXLUPRV j JXLVD GH HVFODUHFLPHQWR D GLIHUHQoD HQWUH SROtWLFDV DJUiULDV H IXQGLiULDV 4XDQGR QRV
UHIHULPRVjSROtWLFDIXQGLiULDHVWDPRVWUDWDQGRH[FOXVLYDPHQWHGDWHPiWLFDDWLQHQWHjVIRUPDVGHDFHVVRjWHUUD
Já a questão agrária pPDLVDEUDQJHQWHLPSOLFDQGRQmRVyRDFHVVRPDVQDSHUPDQrQFLDHHPDo}HVGHRUGHP
FUHGLWtFLDDVVLVWrQFLDWpFQLFDHHGXFDFLRQDO
117 Orientações Curriculares das Diversidades Educacionais

WHVHDFLPDGHWXGRDSHUIHLWDRUGHQDomRGRVLVWHPDDJUiULRGR3DtVGHDFRUGRFRP
RVSULQFtSLRVGDMXVWLoDVRFLDOFRQFLOLDQGRDOLEHUGDGHGHLQLFLDWLYDFRPDYDORUL]DomRGR
WUDEDOKRKXPDQR´

$SyV HVWH EUHYH FHQiULR GD +LVWyULD $JUiULD %UDVLOHLUD QRV UHSRUWDPRV j UiSLGD
FRQWH[WXDOL]DomR GD (GXFDomR 5XUDO QR %UDVLO 1HVWD SHUVSHFWLYD QD KLVWyULD GD HGX-
FDomRKRXYH³XPDSROtWLFDHGXFDFLRQDOSUHRFXSDGDVREUHWXGRFRPDUHQWDELOLGDGHGRV
LQYHVWLPHQWRVHGXFDFLRQDLV´TXHUHVXOWRXQD³5HIRUPD8QLYHUVLWiULDGHHQD/HL
GH3UR¿VVLRQDOL]DomRGR(QVLQR0pGLRGH´62%5$/SiJ2REMHWLYRHUD
SUR¿VVLRQDOL]DURVMRYHQVGHPDQHLUDDQWHFLSDGDIRUPDQGRPDLRUQ~PHURGHWUDEDOKD-
GRUHVSDUDRPHUFDGRHDRPHVPRWHPSRLPSHGLQGRRDFHVVRDRHQVLQRVXSHULRU(VWH
IRLXPGRVIDWRUHVTXHH[HUFHUDPXPFRQWUROHSROtWLFRHVRFLDOWROKHQGRDVRUJDQL]Do}HV
HPRYLPHQWRVGHOXWDUHPSDUDDVPXGDQoDVHVWUXWXUDLVGDVRFLHGDGH(QTXDQWRLVVR
LQWHQFLRQDOPHQWHDXPHQWDYDDSURGXomRHRFDSLWDOLVPR

6HSRUXPODGRDKLVWyULDGDHGXFDomRUXUDOQR%UDVLOIRLQHJDGDDRVDJULFXOWRUHV
SRUDXVrQFLDGHSROtWLFDVS~EOLFDVSRURXWURVHFRQVWDWDWRGDXPDPRYLPHQWDomRHRU-
JDQL]DomRSRUSDUWHGDVVRFLHGDGHVFDPSHVLQDVVREUHWXGRQDVWUrV~OWLPDVGpFDGDV
GRVpFXOR;;QmRDSHQDVSRUXPDHGXFDomRUXUDOPDVSRUXPDHGXFDomRGRFDPSR
(VWDVOXWDVID]HPSDUWHGRFRQMXQWRGHLQLFLDWLYDVHDo}HVFRQWUDDFRQFHQWUDomRGDWHU-
UDGRSRGHUHGRVDEHU)RLQHVWHSHUtRGRTXHVXUJLUDPDV(VFRODV)DPtOLDV$JUtFRODV
()$VQRHVWDGRGR(VStULWR6DQWRWUDEDOKDQGRFRPD3HGDJRJLDGD$OWHUQkQFLDQR
(QVLQR)XQGDPHQWDO$SHVDUGHWHUHPVXUJLGRQR¿QDOGRVDQRVQDGpFDGDGH
YmRVHH[SDQGLQGRHPDLVHVSHFL¿FDPHQWHHPLQLFLDVHDSULPHLUDH[SHULrQFLDGH
(VFROD)DPtOLD$JUtFRODGH(QVLQR0pGLR()$VGH(0

1RV DQRV HVVDVRUJDQL]Do}HV VXEVLGLDUDP DIXQGDomR GD &HQWUDO ÒQLFD GRV

Trabalhadores (CUT), em 1983, e do Movimento Sem-terra (MST), em 1984. A CUT, re-
SUHVHQWDQGRRPRYLPHQWRVLQGLFDOEUDVLOHLURTXHVHRSXQKDjSUiWLFDVLQGLFDOFRQVHUYD-
GRUDHR0RYLPHQWR6HP7HUUDVHFRQVROLGDUDPQR%UDVLOFRPRPRYLPHQWRH[SUHVVLYR
QDOXWDSHODUHIRUPDDJUiULDFRQWULEXLQGRSDUDUHÀH[mRHSUiWLFDGHHGXFDomRGRFDPSR

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
WUDEDOKRQD]RQDUXUDO´
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
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121 Orientações Curriculares das Diversidades Educacionais

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Orientações Curriculares das Diversidades Educacionais 122

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Orientações Curriculares das Diversidades Educacionais 124

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$FHQWXRXVHDVVLPQmRDGLPHQVmRGRWUDEDOKRHGDSHUWHQoDjWHUUDPDVGDFRPSUDH
GRVQHJyFLRVGDWHUUD$VVLPD/HLGH7HUUDVGHOHJLWLPRXXPDPDQHLUDGHDSUR-
priação da terra que se ampliou na realidade brasileira.

&RQIRUPH &DVWUR H /RSHV  p LPSRVVtYHO SHQVDU D KLVWyULD H D FRQVROLGDomR

GRHVSDoRJHRJUi¿FRGD$PD]{QLDHPJHUDOHGH0DWR*URVVRHPSDUWLFXODUQDV~OWLPDV
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GHVGH&RQVWDWDVHTXHGHSRLVGHTXLQKHQWRVDQRVGHKLVWyULDFRQWLQXDLQWULJDQWHD
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HVWLPRXHPPLOK}HVGHKHFWDUHVDVWHUUDVDJULFXOWiYHLVHFDGDVWUDGDVQRSDtV2VHV-
WDEHOHFLPHQWRVDJUtFRODVSDWURQDLVHPQ~PHURGHPLORXGRWRWDOGRVLPyYHLV
UXUDLVUHWLQKDPGDiUHDDJUtFRODFDGDVWUDGD±RHTXLYDOHQWHDPLOK}HVGHKHFWDUHV
1RRXWURH[WUHPRTXDWURPLOK}HVGHHVWDEHOHFLPHQWRVDJUtFRODVVXEIDPLOLDUHVTXHFRUUHV-
SRQGLDPDGRWRWDOGRVLPyYHLVGLVSXQKDPDSHQDVGHGDiUHDFDGDVWUDGDRX
PLOK}HVGHKHFWDUHV3DUDPLOK}HVGHHVWDEHOHFLPHQWRUHVWDQWHV¿FDYDPPLOK}HV
GHKHFWDUHV(VVHVSHUFHQWXDLVGHPRQVWUDPTXHDFRQFHQWUDomRGDWHUUDQR%UDVLOFRQWLQXD
VHQGRXPIHQ{PHQRKLVWyULFRSHUVLVWHQWHHSHUYHUVR&HUWDPHQWHHVVDTXHVWmRVRFLDOHFR-
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SDUDDFRQTXLVWDGDFLGDGDQLDTXHVHHQFRQWUDGLODFHUDGDSDUDDPDLRULDGDSRSXODomRUXUDO
EUDVLOHLUD2GHVHPSHQKRGD(VFRODGR&DPSRHVWiVHPSUHFRPSURPHWLGRHPUD]mRGDV
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FRQIXQGHPVHFRPDKLVWyULDGDFDPLQKDGDGHKRPHQVPXOKHUHVDGROHVFHQWHVHFULDQoDV
GDIDPtOLDFDPSRQHVDQDEXVFDGDWHUUDHGHYLGDHWUDEDOKR

$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
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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"

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EDOKR"3RGHPPHOKRUDU"(PTXHVHQWLGR"

‡ 4XDODUHODomRTXHKiHQWUHRWUDEDOKRDWHUUDHRFDSLWDO"

‡ 4XDLV VmR DVFRQVHTXrQFLDV HRVUHVXOWDGRV GRWUDEDOKR LQGLYLGXDO HFROHWLYR

GRVWUDEDOKDGRUHVDVGRFDPSRHGDFLGDGHQRHVWDGRGH0DWR*URVVRHQDV
UHJL}HV"

Assim, a partir da WHPiWLFDSHGDJyJLFD³7HUUDH7UDEDOKR´DVHVFRODVHRVHGXFDGR-

UHVWrPSRVVLELOLGDGHVGHGHVHQYROYHUWUDEDOKRVHVFRODUHVHPFRQVRQkQFLDFRPRVVDEH-
UHVFRQVWLWXtGRVQDVLQ~PHUDVH[SHULrQFLDVGHYLGD'HVWDIRUPDpQHFHVViULRDUWLFXODUDV
iUHDVGHFRQKHFLPHQWRHPUHODomRjUHDOLGDGHGHYLGDGRVHGXFDQGRVHGXFDGRUHV

Os Povos do Campo: identidades, lutas e organizações

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-
ULRVGLVSRVLWLYRVDUWDOtQHDDUWD¿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
VXVWHQWiYHO´('6SHOD81(6&2QR5LRGH-DQHLURHPMXOKRGH2³GHVHQYRO-
YLPHQWRVXVWHQWiYHO´HVWiKRMHFHQWUDGRQRLQWHUHVVHXWLOLWiULRQDOyJLFDGDVFKDPDGDV
“OHLVGHPHUFDGR´FLUFXQGDGRSRUDOJXPDGLVFXVVmRSDUFLDORXWHQGHQFLRVDGHVRFLHGD-
GHHHFRORJLD

3RURXWURODGRRLGHiULRGDVVRFLHGDGHVVXVWHQWiYHLVDSRQWDSDUDDPXGDQoDSHV-
VRDOGHYDORUHVHHQYROYLPHQWRFROHWLYRGHPRGRVRXHVWLORVGHYLGDTXHFRQWHPSODPD
GLYHUVLGDGHWUD]HQGRHPVHXDSRUWHDLGHLDGHGHPRFUDFLD SDUWLFLSDWLYDGHMXVWLoDDP-
ELHQWDOHGHHTXLGDGHVRFLDO$OpPGLVVRUHLYLQGLFDDGLPLQXLomRHQWUHRVSDGU}HVTXH
FDUDFWHUL]DPRH[FHVVRGHFRQVXPRHDSULYDomRHPTXHDHFRQRPLDYHPDGMDFHQWH
PDVQmRFRPRXPFDPLQKRDVHJXLU6,/9$DSXG%5$1'­2SiJ
Orientações Curriculares das Diversidades Educacionais 130

1HVVHVHQWLGRD$JURHFRORJLDpXPHOHPHQWRTXHYHPVHFRQVWLWXLQGRFRPRXPD
FLrQFLDHPHUJHQWHWUDQVGLVFLSOLQDUHLQWHJUDGRUDTXHUHFRQKHFHHVHQXWUHWDPEpPGRV
VDEHUHV FRQKHFLPHQWRV H H[SHULrQFLDV GRV VXMHLWRV VRFLDLV HQYROYLGRV QRGR FDPSR
UHYROXFLRQDQGRRSURFHVVRGHUHFRQVWUXomRGRPRGRGHYLGD FDPSRQrVLQFRUSRUDQGR
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133 Orientações Curriculares das Diversidades Educacionais

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137 Orientações Curriculares das Diversidades Educacionais

ORIENTAÇÕES CURRICULARES PARA

EDUCAÇÃO ESCOLAR QUILOMBOLA
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³$D¿UPDomRGDLGHQWLGDGHQDVFRPXQLGDGHVTXLORPERODV
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de suas expressões culturais”.

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Festa Congo - Vila Bela - SEDUC/MT

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JUDVWUDGLFLRQDLVWDQWRQRFDPSRTXDQWRQDFLGDGH

História e lutas das Comunidades Quilombolas

'LIHUHQWHPHQWHGRTXHHVWiLPSUHJQDGRQD³PHPyULDFROHWLYD´EUDVLOHLUDDUHVSHLWR
GDVRUJDQL]Do}HVVRFLDLVQHJUDVFRPRDOJRUHFHQWHQRSURFHVVRKLVWyULFRREVHUYDVH
TXHVHXQDVFHGRXURGHXVHQRSHUtRGRFRORQLDOFRPDXWLOL]DomRGHLQ~PHURVPHFDQLV-
PRVHVWUDWpJLFRVGHQWUHHOHVDIXJD

Passado esse período, os militantes negros melhor se estruturam e surgem então

RXWUDVRUJDQL]Do}HV76WDLVFRPR,PSUHQVD1HJUD)UHQWH1HJUD%UDVLOHLUD, 7HDWUR([SH-
rimental do Negro.
76
 2EVHUYDVHTXHQRVpFXOR;,;FLUFXODYDPMRUQDLVGHQXQFLDQGRDUHDOVLWXDomRYLYHQFLDGDSHORVQHJURVGDpSRFD
141 Orientações Curriculares das Diversidades Educacionais

 (P  p FULDGR R 0RYLPHQWR 1HJUR 8QL¿FDGR &RQWUD D 'LVFULPLQDomR 5DFLDO

$VVLPDVUHLYLQGLFDo}HVHGHQ~QFLDVGRUDFLVPRGDSRSXODomRUHWRUQDPFRPPDLVIRUoD
QRFHQiULRQDFLRQDO-XQWDPHQWHFRPDVGHQ~QFLDVGHGHVLJXDOGDGHVUDFLDLVHVVHPRYL-
PHQWRQHJURWDPEpPDSRQWDYDDSUHFDULHGDGHGDVLWXDomRGDSRSXODomRQHJUDQRFDPSR
$IRUPDomRGR0RYLPHQWR1HJUR8QL¿FDGR&RQWUDD'LVFULPLQDomR5DFLDOTXH
GHSRLVSDVVRXDVHLQWLWXODUDSHQDV0RYLPHQWR1HJUR8QL¿FDGR018FRQWHV-
WDYDDLGHLDGHTXHVHYLYLDXPDGHPRFUDFLDUDFLDOEUDVLOHLUDLGHLDTXHRVPLOL-
WDUHVDGRWDUDPQDGpFDGDGH>@2VXUJLPHQWRGR018UHGLPHQVLRQRX
DPLOLWkQFLDSROtWLFDQDTXHOHVDQRVGHGLWDGXUDPLOLWDU&RXEHDR018FRQWULEXLU
SDUDXPDPDLRURUJDQL]DomRGDPLOLWkQFLDHFRQYHQFHURVJUXSRVGHHVTXHUGD
GDLPSRUWkQFLDHHVSHFL¿FLGDGHGDTXHVWmRUDFLDOQDVRFLHGDGHEUDVLOHLUD1DV
GpFDGDV GH  H  GLYHUVDV RXWUDV RUJDQL]Do}HV QHJUDV IRUDP FULDGDV
(pag. 290-292).

0DVHVWLPDVHTXHpQDGpFDGDGHTXHDVPRELOL]Do}HVGDVFRPXQLGDGHVTXL-
ORPERODV VmR UHFRORFDGDV QR FHQiULR QDFLRQDO JDUDQWLQGR DV HVSHFL¿FLGDGHV GDV GH-
PDQGDVGDSRSXODomRQHJUDQRFDPSR1HVVDOXWDFRQTXLVWDVHRUHFRQKHFLPHQWRGH
GLUHLWRDSURSULHGDGHGH¿QLWLYDDRVUHPDQHVFHQWHVTXLORPERODVDVVHJXUDGRSHOR$UWLJR
GD&RQVWLWXLomR)HGHUDO,VVRSRVVLELOLWRXFRORFDUDSUREOHPiWLFDGDSRSXODomRQHJUD
UXUDOFRPRTXHVWmRQDFLRQDO'HQWUHDVSUREOHPiWLFDVVHDSUHVHQWDPRGLUHLWRjHGXFD-
omRHDVHVSHFL¿FLGDGHVGDFXOWXUDTXLORPEROD

Conceituações de Quilombo

3DUDPHOKRUFRPSUHHQGHUDGLPHQVmRGHXPDSURSRVWDHGXFDWLYDHVFRODUFRPDHV-
SHFL¿FLGDGHTXLORPERODGHYHPRVFRQFHLWXDURWHUPRTXLORPER(VWHpGHRULJHPDIULFDQD
que deriva do quicongo ou quimbundoFRPFRQRWDo}HVGHVRFLHGDGHJUXSRRXH[pUFL-
toTXHpUHODWLYRDXQLmR1RDQWLJR&RQJR$QJRODRWHUPRGHVLJQDYDIHLUDVPHUFDGRV
HDFDPSDPHQWRPLOLWDU1R%UDVLOHVVDFRQRWDomRQmRVHGLVWDQFLDWRUQRXVH³>...@ uma
FySLDGRTXLORPERDIULFDQRUHFRQVWUXtGRSHORVHVFUDYL]DGRVSDUDVHRSRUDXPDHVWUXWXUD
escravocrata, pela implantação de uma outra estrutura política na qual se encontraram
todos os oprimidos >@negros, índios e brancos>@ (MUNANGA, 2001, pág. 30).

2V SULPHLURV UHJLVWURV GR WHUPR QR %UDVLO RFRUUHUDP SRU YROWD GH  FRQIRU-
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.

$WXDOPHQWH DV FRPXQLGDGHV TXLORPERODV VmR UHFRQKHFLGDV SHOR 'HFUHWROHL Qƒ

GHGHQRYHPEURGH2VHXDUWLJRƒHVWDEHOHFHTXH
³&RQVLGHUDPVHUHPDQHVFHQWHVGHFRPXQLGDGHVGHTXLORPERVSDUD¿QVGHVWH
'HFUHWRRVJUXSRVHWQLFRUUDFLDLVVHJXQGRFULWpULRVGHDXWRDWULEXLomRFRPWUD-

77
Ver Anjos, 2005, pág. 27.
Orientações Curriculares das Diversidades Educacionais 142

MHWyULDKLVWyULFDSUySULDGRWDGRVGHUHODo}HVWHUULWRULDLVHVSHFt¿FDVFRPSUHVXQ-
omRGHDQFHVWUDOLGDGHQHJUDUHODFLRQDGDFRPDUHVLVWrQFLDjRSUHVVmRKLVWyULFD
VRIULGD´

&RQIRUPHD&RQVWLWXLomR)HGHUDOHPVHX$UWRVTXLORPERVFRQVWLWXHP

SDWULP{QLRFXOWXUDOEUDVLOHLURSRUTXHVmRSRUWDGRUHVGHUHIHUrQFLDVjLGHQWLGDGHHjPH-
PyULDGHXPGRVJUXSRVIRUPDGRUHVGDQRVVDVRFLHGDGH2WHUULWyULRTXLORPERODQHVVH
VHQWLGR QmR SRGH VHU HQWHQGLGR FRPR PHUD H[WHULRUL]DomR GR GLUHLWR GH SURSULHGDGH
LQVHULGDQRFDPSR

$LGHQWL¿FDomRGDVFRPXQLGDGHVTXLORPERODVQmRVHUHVWULQJHSXUDPHQWHDRVQH-
JURVGHVFHQGHQWHVGRVTXLORPERVIRUPDGRVDQWHVGDDEROLomR'HYHVHFRQVLGHUDUDV
FRPXQLGDGHVRUJDQL]DGDVQRSHUtRGRSyVDEROLomR(VVHVQHJURVTXH¿FDUDPjPHUFr
GHWRGDPiVRUWHVRIUHQGRWRGRVRVSURFHVVRVGHGLVFULPLQDomRHIDOWDGHSROtWLFDVS~-
EOLFDVTXHRVLQWHJUDVVHPjVRFLHGDGHDUWLFXODUDPVHFULDQGRHVWUDWpJLDVQRVHQWLGRGH
IRUWDOHFHUDRUJDQL]DomRVRFLDOIRUPDQGRQRYDVFRPXQLGDGHV³1HVVDIDVHDUHVLVWrQFLD
QmRHUDPDLVFRQWUDDHVFUDYLGmRHPVLTXHVHWRUQRXLOHJDOPDVVLPDRUDQoRHVFUD-
YRFUDWDTXHDLQGDSHUPDQHFLDLPSUHJQDGRQDVRFLHGDGH´78.

1RSHUtRGRFRORQLDOHLPSHULDORVTXLORPERVHUDPIRUPDGRVHPFRQWUDSRVLomRj
HVFUDYLGmRSRUQHJURVHRXWURVRSULPLGRVTXHIXJLDPHIRUPDYDPFRPXQLGDGHVDOWHU-
QDWLYDV2VTXLORPERVIRUPDGRVQRSyVDEROLomRGHFRUUHUDPVHHPGHWULPHQWRGDQmR
LQFOXVmRGHVVDVSHVVRDVQRVLVWHPDYLJHQWHSRULVVRDVIDPtOLDVGLULJLDPVHSDUDiUHDV
RQGHMiH[LVWLDPTXLORPERVPLJUDYDPSDUDOXJDUHVDIDVWDGRVGHGLItFLODFHVVRWHUUDV
desabitadas ou às margens das fazendas.

3RUWDQWR DV FRPXQLGDGHV TXLORPERODV DWXDLV VmR IUXWRV GH YDULDGRV SURFHVVRV
FRPR
³)XJDVFRPRFXSDomRGHWHUUDVOLYUHVIDOLGDVRXDEDQGRQDGDVJHUDOPHQWHLVR-
ODGDVFRPSUDGHSURSULHGDGHVSRUHVFUDYRVDOIRUULDGRVGRDo}HVGHWHUUDVSDUD
H[HVFUDYRVSRUSURSULHWiULRVGHID]HQGDVHPUHFRQKHFLPHQWRDRWUDEDOKRHGH-
GLFDomR SUHVWDGRV D HOHV GRDo}HV IHLWDV SRU RUGHP UHOLJLRVD SDJDPHQWR SRU
SUHVWDomRGHVHUYLoRVHPJXHUUDVR¿FLDLVHWF$1-26SiJ´

&RQFHLWXDOPHQWH³4XLORPERODVVmRJUXSRVFRPSUHSRQGHUkQFLDGHSRSXODomRQH-
JUDUXUDORXXUEDQDTXHVHLQWLWXODPDSDUWLUGDVUHODo}HVFRPDWHUUDRSDUHQWHVFRR
WHUULWyULRDDQFHVWUDOLGDGHHDVWUDGLo}HVHSUiWLFDVFXOWXUDLVSUySULDV´+$0=(
pág. 34).

0RXUDSiJVDOLHQWDTXHDWXDOPHQWHSRGHPVHFRQFHLWXDURVTXLORPERV

FRQWHPSRUkQHRV
³&RPR FRPXQLGDGHV QHJUDV UXUDLV KDELWDGDV SRU GHVFHQGHQWHV GH DIULFDQRV
HVFUDYL]DGRV TXH PDQWrP ODoRV GH SDUHQWHVFR H YLYHP HP VXD PDLRULD GH
FXOWXUDVGHVXEVLVWrQFLDHPWHUUDGRDGDFRPSUDGDRXRFXSDGDVHFXODUPHQWH
SHORJUXSR2VKDELWDQWHVGHVVDVFRPXQLGDGHVYDORUL]DPDVWUDGLo}HVFXOWXUDLV
GRVDQWHSDVVDGRVUHOLJLRVDVRXQmRUHFULDQGRDVQRSUHVHQWH3RVVXHPXPD
78
 9HURWH[WR$3URSULHGDGHGRV5HPDQHVFHQWHVGDV&RPXQLGDGHV4XLORPERODVFRPR'LUHLWR)XQGDPHQWDOGH$OFL-
des Moreira da Gama e Ana Maria Oliveira, disponível em: <http://www.palmares.gov.br/>
143 Orientações Curriculares das Diversidades Educacionais

KLVWyULDFRPXPHWrPQRUPDVGHSHUWHQFLPHQWRH[SOtFLWDVFRPFRQVFLrQFLDGH
VXDLGHQWLGDGH6mRWDPEpPFKDPDGDVGHFRPXQLGDGHVUHPDQHVFHQWHVGHTXL-
ORPERVWHUUDVGHSUHWRWHUUDVGHVDQWRRXVDQWtVVLPR´

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

2WHUULWyULRTXLORPERODVHJXQGR5DWWVWUDWDVHGHDJUXSDPHQWRGHLQGLYtGX-

RVTXHVHUHFRQKHFHPFRPRSHUWHQFHQWHVGHXPDDQFHVWUDOLGDGHQHJUDHTXHSDVVDP
SRUYDULDGDVUHHODERUDo}HVGHVXDVPDWUL]HVFXOWXUDLVPDVTXHPDQWrPODoRVGHVHQWL-
mento de pertença ao grupo.

Organização Escolar e Curricular

eSDSHOGDHVFRODRUJDQL]DUVHGHIRUPDGHPRFUiWLFDHFRPHTXLGDGHGHUHSUHVHQ-
WDomRQRVHVSDoRVGHOLEHUDWLYRV$UHDOLGDGHHDIRUPDRUJDQL]DWLYDGDVFRPXQLGDGHV
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Orientações Curriculares das Diversidades Educacionais 144

$JUDQGHGLIHUHQoDTXHVHGHYHGHVWDFDUHQWUHDWUDQVPLVVmRGRVDEHUQDVFR-
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dente.

$ HVWUXWXUDomR GD HGXFDomR SDUD UHPDQHVFHQWHV GH TXLORPER GHYH VHU SDXWDGD
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e saberes que atravessaram o tempo.

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omRGDVFRPSHWrQFLDVHGRVFRQKHFLPHQWRVWLGRVFRPRLQGLVSHQViYHLVSDUDD
145 Orientações Curriculares das Diversidades Educacionais

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HP YLVWD D FRQFOXVmR GH FDGD XP GRV QtYHLV GH HQVLQR EHP FRPR SDUD DWX-
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YROYLPHQWRGDSUiWLFDSHGDJyJLFD2FXUUtFXORGHYHUHPHWHUDSURFHGLPHQWRVPHWRGROy-
JLFRVTXHURPSDPFRPDHVWUXWXUDIXQFLRQDOLVWDHHXURFrQWULFDSRLVTXDQGRDSUiWLFD
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(VSHFL¿FLGDGHGD(GXFDomR4XLORPERODH$ERUGDJHPGH(QVLQR

Aspectos sobre o tempo e espaço escolares

Seminário de Formação Diversidade Religiosa - SEDUC/MT

$ RUJDQL]DomR HVFRODU GHYH FRQVLGHUDU WRGDV DV VLWXDo}HV SRVLWLYDV H QHJDWLYDV

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omRDJUtFRODQRVTXLORPERVRS~EOLFRDFXOWXUDORFDOHRQ~PHURGHSURIHVVRUHVDVH
alunos/as, entre outras.
Orientações Curriculares das Diversidades Educacionais 146

$ SDU GHVVDV VLWXDo}HV R WHPSR H HVSDoR HVFRODUHV PHVPR VHQGR HOHPHQWRV

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tanto do ensino fundamental quanto do médio.

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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

'LDQWHGLVVRSDUWLPRVGDVFRQWULEXLo}HVGH%UDQGmR79 ao tratar dos valo-

UHVFLYLOL]DWyULRVDIUREUDVLOHLURVFRPRIRUPDGHRUJDQL]DomRGHXPWUDEDOKRSHGDJyJL-
FRFRPDSHUVSHFWLYDDIUREUDVLOHLUD

$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
 (PFDGHUQRGHDWLYLGDGHQžGRSURMHWR³$FRUGDFXOWXUD´
80
 9HUHPFDGHUQRGHDWLYLGDGHQžGRSURMHWR³$FRUGDFXOWXUD´SiJ
81
 9HUHPFDGHUQRGHDWLYLGDGHQžGRSURMHWR³$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

Energia vital (AXÉ)

(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

Na SUi[LVSHGDJyJLFDRDHGXFDGRUDGHYHYLVOXPEUDUHDFUHGLWDUQDVFDSDFLGD-

GHVGR?DHGXFDQGR?DTXHWUD]FRQVLJRHVVD(QHUJLD9LWDO1HVVHVHQWLGRRIDFLOLWDGRU?D
GHYH HVWLPXODU DERUGDJHQV GR HQVLQR TXH SHUPLWD D rQIDVH QD SRWHQFLDOLGDGH GR?D
HGXFDQGR?DQDSURGXomRGRFRQKHFLPHQWRWHQGRHPYLVWDTXHRVHQWLGRGH$[pFDUUHJD
DFRQFHSomRGHGLQDPLVPRDOHJULDERDHQHUJLDIRUoDHIpQDYLGDTXHKiHPVLHQR
RXWURHQDWURFDGHVVDVHQHUJLDV

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
 (PFDGHUQRGHDWLYLGDGHQžGRSURMHWR³$FRUGDFXOWXUD´SiJ
83
 (PFDGHUQRGHDWLYLGDGHQžGRSURMHWR³$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

(VVH YDORU DIUREUDVLOHLUR FRPSUHHQGH QRVVD FDSDFLGDGH GH PDQLSXODU VtPERORV

SDUDUHSUHVHQWDomRGRUHDOFRPREULQFDUFDQWDUHGDQoDUGHQWUHRXWUDVIRUPDVGHHQ-
frentar a realidade.
,PDJLQHPRV XP SRYR DUUDQFDGR EUXWDOPHQWH GH VXD WHUUD TXH DWUDYHVVRX R
$WOkQWLFRHPWXPEHLURVHVFUDYL]DGRKXPLOKDGRPDVTXHQmRSHUGHXDFDSDFL-
GDGHGHVRUULUGHEULQFDUGHMRJDUHGHGDQoDUHDVVLPFRQVHJXLXPDUFDUDFXO-
WXUDGHXPSDtVFRPHVVHSURIXQGRGHVHMRGHYLYHUHVHUIHOL]SRLVLVVRUHVXPH
DOXGLFLGDGHQDSHUVSHFWLYDDIDYRUGDYLGDGDKXPDQLGDGHHGDVREUHYLYrQFLD
$DOHJULDIUHQWHDRUHDODRFRQFUHWRDRDTXLHDJRUDGDYLGD85

'HQWURGHXPFRQWH[WRGHOXGLFLGDGHHVWiLPSUHVVRRXVRGHLQVtJQLDVTXHIDYRUH-
FHPDOLJDomRGRUHDOHRVLPEyOLFRSUHVHQWHQRVULWXDLVGDFXOWXUDGRVJUXSRVVRFLDLV
FRPRGDQoDP~VLFDWHDWURIDQWRFKHVERQHFRVPiVFDUDVHMRJRVHQWUHRXWURV2XVR
GHSUiWLFDVO~GLFDVSRGHVHUYLUSDUDVHQVLELOL]DUDLQWHUSUHWDomROHLWXUDHRXUHLQWHUSUHWD-
omRGHWH[WRVGHOLWHUDWXUDHRXWURV

1HVWHFRQWH[WRRIDFLOLWDGRUGHVHPSHQKDSDSHOHVVHQFLDOQRSURFHVVRGHHQVLQR
DSUHQGL]DJHPQRVHQWLGRGDYDORUDomRHUHVVLJQL¿FDomRGRVULWXDLVSUHVHQWHVQDFXOWXUD
TXLORPERODDSURSULDQGRVHGHUHFXUVRVO~GLFRVSDUDUHVSHLWDUWHPSRULWPRHFRPSUH-
HQVmRFtFOLFDGRVDEHU(VVHSURFHVVRGHYHVHUFRQWLQXRHQmRVRPHQWHHPDWLYLGDGHV
SRQWXDLVH?RXHVSRUiGLFDVKDMDYLVWDTXHDVIHVWLYLGDGHVHULWXDLVVmRPDQLIHVWDo}HVFXO-
84
 (PFDGHUQRGHDWLYLGDGHQžGRSURMHWR³$FRUGDFXOWXUD´SiJ
85
 (PFDGHUQRGHDWLYLGDGHQžGRSURMHWR³DFRUGDFXOWXUD´SiJ
Orientações Curriculares das Diversidades Educacionais 150

WXUDLVSUHVHQWHVQRVHVSDoRVHWHUULWyULRVTXLORPERODVGHYHQGRSRUWDQWRVHUH[SORUDGDV
FRPRLQVWUXPHQWRHGXFDWLYR

Cooperatividade/Comunitarismo

'HVGHRSHUtRGRHVFUDYRFUDWDDFRRSHUDWLYLGDGHHRFRPXQLWDULVPRVmRSULQFtSLRV
LPSRUWDQWHVXWLOL]DGRVSHORVQHJURVDVSDUDVREUHYLYHUHUHHODERUDUVXDFXOWXUD$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
YDOHSRQWXDUTXHDYLGDpXPGRPGLYLQRGHFDUiWHUWUDQVFHQGHQWDOHGHYHVHU
XVDGDSDUDFXLGDUGHVLHGRRXWUR7XGRpVDJUDGRpGLYLQR7RGRVRVHOHPHQWRV
da natureza, todos os seres87.

1HVVDSHUVSHFWLYDDDERUGDJHPGHHQVLQRGHYHFRQVLGHUDUSUiWLFDVTXHUHVXOWHP
HPDSUHQGL]DJHPGHYDORUHVFRQYtYLRFRPDVGLIHUHQoDVIRUWDOHFLPHQWRGDpWLFDSHU-
VHYHUDQoDHUHVSHLWRDWRGRVRVHOHPHQWRVGDQDWXUH]D$HGXFDomRHVFRODUTXLORPER-

86
 9HU'XUNKHLQ'DYLG(PLOH&ROHomR*UDQGH&LHQWLVWDV6RFLDLV6mR3DXOR(GLWRUDÈWLFDeGXFDWLRQHW6RFLR-
ORJLH3DULV)$OFDQ6mR3DXOR0HOKRUDPHQWRV>VG@
87
 (PFDGHUQRGHDWLYLGDGHQžGRSURMHWR³$FRUGDFXOWXUD´ pág. 31.
151 Orientações Curriculares das Diversidades Educacionais

ODGHYHFRPSUHHQGHUTXHDVUHOLJL}HVGHPDWUL]DIULFDQDHVSHFLDOPHQWHRFDQGRPEOp
FRQVWLWXHPVHHPXPHVSDoRGHUHVLVWrQFLDQHJUDHXPDUHLQYHQomRGHÈIULFDQR%UDVLO
SDUDDTXHOHVTXHIRUDPDUUDQFDGRVGHVXDVWHUUDV

Ancestralidade

4XDQWR j DQFHVWUDOLGDGH /RSHV  SiJ  VDOLHQWD TXH ³WRGR VHU KXPDQR
FRQVWLWXLXPHORYLYRDWLYRHSDVVLYRQDFDGHLDGDIRUoDYLWDOOLJDGRDFLPDDRVYtQFXORV
GHVXDOLQKDJHPDVFHQGHQWHHVXVWHQWDGRDEDL[RGHVLjOLQKDJHPGHVXDGHVFHQGrQ-
FLD´

$ DQFHVWUDOLGDGH p XPD GLPHQVmR LPSRUWDQWH D VHU FRQVLGHUDGD QR FXUUtFXOR GDV

HVFRODVTXLORPERODV3UHYHHPVHQHVVDGLPHQVmRDWLYLGDGHVTXHH[SORUHPRVFRQKHFL-
PHQWRVHVDEHGRULDVDQFHVWUDLVTXHFRQWULEXDPSDUDDIRUPDomRGDLGHQWLGDGHTXLORPEROD

Referenciais Curriculares

$FHQWUDOLGDGHGDHGXFDomRHVFRODUTXLORPERODHVWiQDKLVWyULDHQDFXOWXUDQHJUDV
FXMDPDQLIHVWDomRVHGiQRVFRQKHFLPHQWRVHVDEHUHVWUDGLFLRQDLVP~VLFDFUHGRVHV-
WpWLFDFXOLQiULDJRVWRVSDODGDUHVHIRUPDGHRUJDQL]DUHVRFLDELOL]DU

$HGXFDomRTXDQGRLQFOXLDFXOWXUDDIULFDQDWRUQDHYLGHQWHRFRQKHFLPHQWRGHVVH
SRYRRXVHMDDVRPDGHVDEHUHVFRQWULEXLSDUDRDUFDERXoRFLHQWt¿FRHWHFQROyJLFR
DWXDOPHQWHXVXIUXtGRSRUYDULDGDVFXOWXUDVGHQWUHHODVDEUDVLOHLUD

1mRVHSRGHQHJDUWDPEpPTXH³RVVDEHUHVWUDGLFLRQDLVHRVFRVWXPHVSDVVDGRV
H SHUSHWXDGRV DWUDYpV GDV JHUDo}HV KLVWRULFDPHQWH HVWUXWXUDUDP R FLFOR GH YLGD GDV
FRPXQLGDGHVTXLORPERODVHQRUWHLDPDWXDOPHQWHDHVWUXWXUDVRFLDO´2/,9(,5$
pág. 15).

 (VVD UHDOLGDGH GHYH VHU UHFRQKHFLGD H YDORUL]DGD QD HVFROD$ IDOWD GH FRQKH-
FLPHQWR VREUH D KLVWyULD H D FXOWXUD DIUREUDVLOHLUDV WHP SURGX]LGR VLOHQFLDPHQWR HRX
HTXtYRFRVVREUHDFRQWULEXLomRDIULFDQDSDUDDVRFLHGDGH

3RUWDQWRVXUJHDQHFHVVLGDGHGHVHHQIRFDUQDVHVFRODVTXLORPERODVTXHRVQH-
JURVWUD]LGRVSDUDR%UDVLOYLHUDPHPGLIHUHQWHVpSRFDVGHFRORQL]DomRHGLYHUVDVSDUWHV
GDÈIULFDHIRUDPGLVWULEXtGRVHVWUDWHJLFDPHQWHSHORFRORQL]DGRUHXURSHXHPYiULDVSDU-
WHVGRSDtVRTXHFRQWULEXLXSDUDFRQVWUXomRGHOLQJXDMDUHVUHJLRQDLV

2GRPtQLRGDOtQJXDRUDOHHVFULWDpXPDIHUUDPHQWDLPSRUWDQWHSDUDDSDUWLFLSDomR
VRFLDOGRVLQGLYtGXRVHVHXHQVLQRGHYHJDUDQWLURVVDEHUHVOLQJXtVWLFRVLQGLVSHQViYHLV
SDUDRH[HUFtFLRGDFLGDGDQLDQDD¿UPDomRGDLGHQWLGDGH

2SRYREUDVLOHLURpUHFRQKHFLGRPXQGLDOPHQWHSHODKRVSLWDOLGDGHLUUHYHUrQFLDDOH-
JULDHVHQVRGHFROHWLYLGDGHHQWUHRXWURVFDUDFWHUtVWLFDVTXHLPSULPHPXPGRVHOHPHQ-
WRVGDLGHQWLGDGHQDFLRQDO
Orientações Curriculares das Diversidades Educacionais 152

1mRKiQR%UDVLOFRPRHPRXWUDVUHJL}HVGDdiásporaXPDFXOWXUDWDOTXDODGD
ÈIULFDRXVHMDXPDFXOWXUDRULJLQDOWUDQVSODQWDGDGRFRQWLQHQWHDIULFDQRSDUDFi+RX-
YHVLPXPDUHHODERUDomRGRVHOHPHQWRVFXOWXUDLVDIULFDQRVDTXDORFRUUHXjSDUWHGRV
DFRQWHFLPHQWRVKLVWyULFRVGRSDtV3RULVVRDFXOWXUDQHJUDWHPXPFRQWH~GRGHUHVLV-
WrQFLDGHFRQWUDSRVLomRHGHQ~QFLDFRQVLGHUDQGRWRGDDOXWDKLVWyULFDGRDQHJURD
SDUDVREUHYLYHUHFRQWUDSRUVHDXPVLVWHPDTXHR?DFRORFDYDFRPRXPVHUELROyJLFDH
FXOWXUDOPHQWHLQIHULRU

$KLVWyULDGRDQHJURDQR%UDVLOpPDUFDGDSRUOXWDVLQVXUUHLo}HVHUHVLVWrQFLDV

GH YDULDGDV IRUPDV 1HVVH FRQWH[WR RD QHJURD FRQVWUyL XPD HVWUXWXUD SDUDOHOD QR
VHQWLGRGHEXUODURVLVWHPDYLJHQWHSDUDVREUHYLYHUjHVFUDYLGmRHSUHVHUYDURVFRPSR-
QHQWHVFXOWXUDLVSUHVHQWHVQRVYDORUHVHFRVWXPHVHQDUHOLJLmRFRPRSRUH[HPSORDV
Irmandades e Quilombos.

$VVLPVXJHUHVHTXHRVWHPDVDERUGDGRVQDViUHDVGHFRQKHFLPHQWRGHYHPOH-
YDUjVDSUHQGL]DJHQVVREUHDFXOWXUDQHJUDSURPRYHQGRRIRUWDOHFLPHQWRGDLGHQWLGDGH
FXOWXUDOHHWQLFRUUDFLDOGRVTXLORPERODV

$DERUGDJHPGHVVDVWHPiWLFDVGHYHWUD]HUXPHQIRTXHGLIHUHQFLDGRGRTXHFR-
PXPHQWHpWLGRFRPRKLVWyULDR¿FLDOVREUHRQHJURLVWRpYLVWRVRPHQWHSHORSULVPDGD
HVFUDYLGmR2DHGXFDGRUDQHVWHFRQWH[WRGHYHSURSLFLDUROKDUHVP~OWLSORVSDUDRXWUDV
IDFHVGDKLVWyULDSURPRYHQGRRSURWDJRQLVPRGRDQHJURDQRSURFHVVRKLVWyULFREUD-
VLOHLURHPVXDFRPSRVLomRLGHQWLWiULDHFRQWULEXLo}HVIXQGDQWHVGHVVHVJUXSRVpWQLFRV
eSUHFLVRDLQGDPHQFLRQDUDGLYHUVLGDGHGRVDIULFDQRVTXHYLHUDPSDUDR%UDVLOVHXV
FRQKHFLPHQWRV H VDEHUHV FXOWXUDLV H WHFQROyJLFRV WDLV FRPR DJULFXOWXUD HQJHQKDULD
PHGLFLQD DUTXLWHWXUD DUWHV H RXWURV e LPSRUWDQWH FRQVLGHUDU TXH DOpP GH LQWURGX]LU
WpFQLFDVGHSURGXomRQDPLQHUDomRRVDVQHJURVDVFRQWULEXtUDPVLJQL¿FDWLYDPHQWH
QDDJULFXOWXUDFRPWpFQLFDVGHSODQWLRURWDFLRQDOHVWDVHPSUHJDGDVDWpRVGLDVDWXDLV

e SHUWLQHQWH TXH QR SURFHVVR HGXFDWLYR KDMD XPD SUi[LV SHGDJyJLFD TXH JDQKH
mentes e coraçõesVHQGRHVVDXPDFRQVWDQWHSDUDDHIHWLYLGDGHQDSURGXomRGRFR-
QKHFLPHQWRVREUHDFXOWXUDDIUREUDVLOHLUDIRUPDQGRSDUDRH[HUFtFLRGDFLGDGDQLD3DUD
WDQWRRVGLUHLWRVHDOHJDOL]DomRGRVHVSDoRVHWHUULWyULRVQRFDPSRRXFLGDGHGHYHP
FRQVWDUFRPRFRPSRQHQWHVFXUULFXODUHVQDHGXFDomRHVFRODUTXLORPEROD

3DUD RV DQRV LQLFLDLV GD HVFROD RUJDQL]DGD SRU &LFORV GH )RUPDomR +XPDQD p
LPSRUWDQWHUHDOL]DUXPWUDEDOKRSHGDJyJLFRFRPrQIDVHQRO~GLFRQDLQVHUomRGRVFRQ-
WH~GRVVREUHDVDIULFDQLGDGHVQDFXOWXUDEUDVLOHLUD6REUHWXGRQRVHVSDoRVHWHUULWyULRV
TXLORPERODVDVFRQWULEXLo}HVGRVDVDQFL}HVDVGHYHPWRUQDUVHLQVWUXPHQWRVHGXFDWL-
YRVSDUDFRPSRVLomRGDHVFULWDHKLVWyULDORFDOKDMDYLVWDTXHDRUDOLGDGHpXPDKHUDQoD
TXHGHYHVHUH[SORUDGDSHORIDFLOLWDGRUQDVGHVFRQVWUXo}HVHFRQVWUXo}HVGDLPDJHPGR
QHJURQDVRFLHGDGHEUDVLOHLUD

2SURFHVVRGHDSUHQGL]DJHPQR(QVLQR)XQGDPHQWDOQDSHUVSHFWLYDGR&LFOR
GH)RUPDomR+XPDQDHPFRQVRQkQFLDFRPRVHL[RVHVWUXWXUDQWHVconhecimen-
to, trabalho88 e cultura, também integrantes do Ensino Médio, visam à formação
88
 7UDEDOKRpFRPSUHHQGLGRQDD¿UPDomRGH.XHQ]HUµFRPRSUi[LVKXPDQDHQmRDSHQDVFRPRSUiWLFDSURGXWLYD
PDVFRPRXPDGDVDo}HVPDWHULDLVHHVSLULWXDLVTXHRVVHUHVKXPDQRVLQGLYLGXDOHFROHWLYDPHQWHGHVHQYROYHP
153 Orientações Curriculares das Diversidades Educacionais

FULWLFDFLGDGm6RPDGRDHVVHVDHGXFDomRHVFRODUTXLORPERODWHPFRPRHVSHFLIL-
FLGDGHVGHHL[RVD$QFHVWUDOLGDGH7UDEDOKR$XWRQRPLDH7HFQRORJLD6RFLDO 89; Ter-
ULWyULR 'LYHUVLGDGH &XOWXUDO H 6XVWHQWDELOLGDGH H 'LYHUVLGDGH GH FRQKHFLPHQWRV
RV TXDLV JDUDQWHP D TXDOLGDGH GH HQVLQR DSUHQGL]DJHP GRVDV HGXFDQGRVDV
quilombolas.

Ancestralidade

(VVHUHIHUHQFLDOUHPHWHPDSHQVDUDHGXFDomRHVFRODURFXUUtFXORDRUJDQL]D-
omRHRHQVLQRGHFRQWH~GRVQRSURFHVVRHGXFDWLYRHPTXHDDQFHVWUDOLGDGHSHUSDV-
VDQRVYDULDGRVVDEHUHVWpFQLFDVIRUPDGHUHOLJLRVLGDGHFRQKHFLPHQWRVHVDEHUHV
TXLORPERODVQDSURGXomRGHEHQVPDWHULDLVHLPDWHULDLVHHOHPHQWRVFXOWXUDLVDIULFD-
QRVUHHODERUDGRVQDGLiVSRUD(VVDYLVmRGDDQFHVWUDOLGDGHHVWDEHOHFHSUiWLFDVHGX-
FDWLYDVHFRQWH~GRVVLJQL¿FDWLYRVSDUDDIRUPDomRLQWHOHFWXDOHLGHQWLGDGHQHJUDV,VVR
IDFLOLWDUi UHFRQKHFLPHQWR YDORUL]DomR H DSUHQGL]DJHQV GH FRQKHFLPHQWRV DQFHVWUHV
DIULFDQRVQRFRQMXQWRGHFRQKHFLPHQWRVHODERUDGRVSHORVGLYHUVRVJUXSRVpWQLFRVH
UDFLDLVQDIRUPDomRHKLVWyULDGDKXPDQLGDGH$VVLPDDQFHVWUDOLGDGHWDPEpPFXP-
SUHXPSDSHOVLJQL¿FDWLYRQRSURFHVVRGHDSUHQGL]DJHPHPFRQH[mRFRPDidentida-
de negra e quilombola.

Trabalho, Autonomia e Tecnologia Social

$ TXDOLGDGH GD IRUPDomR GRV HVWXGDQWHV FRQVLGHUD DV GLPHQV}HV VRFLRSROt-

WLFRSURGXWLYD (GXFDomR HVFRODU TXLORPEROD GHYH FRQVLGHUDU R WUDEDOKR HQTXDQWR
SULQFtSLRHGXFDWLYRHDXWRQRPLDQDTXDODWHFQRORJLDVRFLDOGHYHVHUGHVHQYROYLGD
HQTXDQWRFRQKHFLPHQWRHSHVTXLVDDVHUYLoRGDFRPXQLGDGHLQWHUUHODFLRQDQGRFL-
rQFLDHVDEHUWUDGLFLRQDODRFRQKHFLPHQWRFLHQWL¿FRVLJQL¿FDWLYRSDUDDFRPXQLGDGH
quilombola.

Território, Diversidade Cultural e Sustentabilidade

2FRQMXQWRGHVVHUHIHUHQFLDOUHODFLRQDVHDFXUUtFXORTXHFRQWHPSOHDGLYHUVLGDGH
FXOWXUDOGRVTXLORPERVHVXDLQIHUrQFLDQDGLQkPLFDGDVFRPXQLGDGHVTXHTXDOL¿FDR
WHUULWyULRFRPRHVSDoRHGXFDWLYRSDUDIRUWDOHFLPHQWRLGHQWLWiULRHGHGLUHLWRSDUDYLYrQ-
FLDV VXVWHQWiYHLV 3HUPLWH DLQGD DSUHQGL]DJHP VREUH D GLYHUVLGDGH FXOWXUDO SUHVHQWH
HPQRVVRSDtV2HVSDoRHWHUULWyULRTXLORPERODpOXJDUGHUHVLVWrQFLDpWQLFDHFXOWXUDO
TXHGHYHVHUSHQVDGDFRPREDVHSDUDFRQGX]LUFRQKHFLPHQWRVTXHOHYHPDSUiWLFDVGH
VXVWHQWDELOLGDGHVRFLDOHDPELHQWDOGRVTXLORPERV

SDUDFRQVWUXLUVXDVFRQGLo}HVGHH[LVWrQFLD¶
89
 7HFQRORJLDDOLDGDDRVDEHUSRSXODUTXHWUDWDGHFRQMXQWRGHWpFQLFDVHPHWRGRORJLDVWUDQVIRUPDGRUDVGHVHQYROYL-
GDVH?RXDSOLFDGDVQDLQWHUDomRFRPDSRSXODomRHDSURSULDGDVSRUHODHTXHUHSUHVHQWDPVROXo}HVSDUDLQFOXVmR
VRFLDOHPHOKRULDGDVFRQGLo}HVGHYLGD6$1726SiJ
Orientações Curriculares das Diversidades Educacionais 154

Diversidade de Conhecimento

$LQFOXVmRGHFRQKHFLPHQWRVGLYHUVRVFRQVLGHUDDVYDULDGDVIRUPDVGHSURGXomR
GHFRQKHFLPHQWRGRVJUXSRVGHKXPDQRVSDUDHQWHQGHULQIHULUQDVXDUHDOLGDGH(VVH
HL[RUHLYLQGLFDJDUDQWLDGHDFHVVRDYiULRVFRQKHFLPHQWRVSHORVHVWXGDQWHVSRVVtYHLV
GHVHUHPXWLOL]DGRVQDUHVROXomRGHSUREOHPDV$ViUHDVGHFRQKHFLPHQWRVGHYHPSRV-
VLELOLWDU DSUHQGL]DJHQV TXH FRQVLGHUHP RV VDEHUHV H FRQKHFLPHQWRV GRV DOXQRV H DV
GLIHUHQWHVYLV}HVGHPXQGRTXHRVJUXSRVVRFLDLVSRVVXHPSDUDLQWHUSUHWDUDQDOLVDUH
SURGX]LUFLrQFLD

'HQWUHRVFRQWH~GRVTXHLQVHUHPQHVVHVHL[RVHRXUHIHUHQFLDLVDEDUFDUiWHPDV
TXHSRVVLELOLWDUmRDD¿UPDomRGDLGHQWLGDGHHFRQVFLrQFLDQHJUDFLGDGDQLDHpWLFDFR-
QKHFLPHQWRVHVDEHUHVTXLORPERODVUHODo}HVHWQLFRUUDFLDLVKLVWyULDHFXOWXUDVDIUREUD-
VLOHLUDHDIULFDQD

&DEHjHVFRODHDRSURIHVVRUDGRVHVSDoRVHWHUULWyULRVTXLORPERODVTXDQGRGD
seleção dos temas, atentar para a realidade dos(as) alunos(as) e ao nível de aprendiza-
JHPGHIRUPDTXHRVFRQWH~GRVRIHUHoDPFRQWULEXLomRUHDOLGHQWL¿TXHPHYDORUL]HPRV
HOHPHQWRVGDSURGXomRQHJUDQRFRQVWUXWRVRFLDOSROtWLFRHLQWHOHFWXDOQDVVRFLHGDGHV
TXHFRPS}HPDGLiVSRUDDIULFDQDLQFOXLQGRR%UDVLO

$VUHOLJL}HVDIUREUDVLOHLUDVSHUWHQFHPDRSDWULP{QLRFXOWXUDOGRSRYR7UDWDVHGH
HVSDoRKLVWyULFRGHOXWDHUHVLVWrQFLDSDUDDFRQVWUXomRGHXPGRVIUDJPHQWRVGDLGHQWL-
GDGHQHJUD3RUFRQVHJXLQWHWUDWDVHGDKLVWyULDEUDVLOHLUDHSRULVVRGHYHVHUHVWXGDGD
QRHQVLQREiVLFR$UHOLJLRVLGDGHFRQVWLWXLVHQXPDGDVYiULDVFRQWULEXLo}HVDIULFDQDVGD
VRFLHGDGHEUDVLOHLUDSRUWDQWRGHYHVHUUHFRQKHFLGDYDORUDGDHDERUGDGDVRERSULVPD
GDFXOWXUDSRLVDPHVPDDSUHVHQWDVHFRPRXPFDPSRKtEULGRGHFRQVWUXomRGHLGHQ-
WLGDGHQRTXDOHPHUJHPQRYDVHVWUDWpJLDVGHRUJDQL]DomRTXHDSRQWDPSHUVSHFWLYDV
SDUDDHGXFDomRSOXULFXOWXUDO

&RPSHWHDRDHGXFDGRUDDGRWDUDSUiWLFDGHSURIHVVRUDSHVTXLVDGRUDGHVHQ-

YROYHQGRDWLYLGDGHVPHWRGROyJLFDVTXHOHYHPjSUREOHPDWL]DomRGDVTXHVW}HVDERUGD-
GDVQDViUHDVGHFRQKHFLPHQWREHPFRPRHVWDEHOHFHUHL[RVWHPiWLFRVSDUDRGHVHQ-
YROYLPHQWRGRVFRQWH~GRV7DQWRRDHGXFDGRUDFRPRRDHGXFDQGRVDVVmRFRSDU-
WLFLSDQWHVGRSURFHVVRGHDSUHQGL]DJHPQDEXVFDGDDXWRQRPLDGRVDEHU

2VFRQWH~GRVDERUGDGRVQDViUHDVGHFRQKHFLPHQWRGDHGXFDomREiVLFDGHYHP
VHURVPHVPRVSUHYLVWRVQDV'LUHWUL]HV1DFLRQDLVH2ULHQWDo}HV&XUULFXODUHVSDUDRHV-
WDGRGH0DWR*URVVRDFUHVFLGRVGRVFRQWH~GRVHRXGLVFLSOLQDVQHFHVViULDVSDUDWUDWDU
DVHVSHFL¿FLGDGHVTXLORPERODVHSDUDDHGXFDomRGDVUHODo}HVHWQLFRUUDFLDLV

Referenciais para a área de Ciências Humanas e suas Tecnologias

(VVDiUHDUH~QHGLVFLSOLQDVLPSRUWDQWHVTXHSRGHPFRQWULEXLUFRPDDPSOLDomRGH
FRQKHFLPHQWRVUHIHUHQWHVjKLVWyULDHFXOWXUDDIUREUDVLOHLUDHDIULFDQD
155 Orientações Curriculares das Diversidades Educacionais

$+LVWyULDpGHJUDQGHLPSRUWkQFLDSDUDSHUFHSomRHYDORUL]DomRGDVVHPHOKDQoDV
H GLIHUHQoDV QR WRFDQWH jV IRUPDV FXOWXUDLV DIULFDQDV TXH GHUDP EDVH j FXOWXUD DIUR-
EUDVLOHLUD$OpP GRV FRQWH~GRV FXUULFXODUHV GD (GXFDomR %iVLFD GHYHVH WUDEDOKDU D
KLVWyULDHFXOWXUDGRVTXLORPERVORFDLVHQIDWL]DQGRDRULJHPGRVDIULFDQRVHVHXVGHV-
FHQGHQWHVTXHVHHVSDOKDUDPSHORSDtVHPHVSHFLDOQRHVWDGRGH0DWR*URVVR

1R %UDVLO FRORQLDO H LPSHULDO RV TXLORPERV UHVJXDUGDYDP VHPHOKDQoD FRP D

IRUPDRUJDQL]DWLYDWHUULWRULDOH[LVWHQWHQDÈIULFD0HULGLRQDO7LQKDPDSURSRVLomRGH
RXWUDHVWUXWXUDSROtWLFDDEHUWDDWRGRVRVJUXSRVTXHVHHQFRQWUDYDPRSULPLGRVQD
VRFLHGDGH3RULVVRHUDFRPXPDSUHVHQoDGHLQGtJHQDVHEUDQFRVSREUHVQHVVHV
quilombos.

1mRH[LVWHXPDHVWLPDWLYDFHUWDGRDSDUHFLPHQWRGHVVDVRUJDQL]Do}HV2IDWRp
TXHRQGHKDYLDHVFUDYL]DGRVVXUJLDPTXLORPERVFRPRIRUPDVGHUHVLVWrQFLDQHJUD

'HXPDIRUPDJHUDORVSHVTXLVDGRUHVVmRXQkQLPHVHPD¿UPDUTXHHQWUHWRGDV
DVIRUPDVGHOXWDFRQWUDDHVFUDYLGmRDPDLVRXVDGDHGHVD¿DGRUDIRUDPRVTXLORPERV
(VVDIRUPDGHUHVLVWrQFLDRVQHJURVMiSUDWLFDYDPGHVGHDÈIULFDFRPRIRUPDGHREWHU
dignidade e respeito humano.

6HQDFLRQDOPHQWHR4XLORPERGH3DOPDUHVVLWXDGRQRDWXDOHVWDGRGH$ODJRDV
pUHIHUrQFLDGDUHVLVWrQFLDHRUJDQL]DomRQHJUDVFRQWUDDHVFUDYLGmRHP0DWR*URVVR
WHPVH R 4XLORPER GH 4XDULWHUr HRX 4XDULWHWp FRPR D JUDQGH UHIHUrQFLD QD UHJLmR
(VVH TXLORPER ORFDOL]DYDVH QD UHJLmR GR$OWR *XDSRUp QRV DUUHGRUHV GD YLODFDSLWDO
9LOD%HODGD6DQWtVVLPD7ULQGDGHHWHYHLQLFLDOPHQWHHP-RVp3LROKRRVHXOtGHU&RP
VXDPRUWHDVVXPHDOLGHUDQoDVXDPXOKHU7HUHVDGH%HQJXHODTXHSDVVDDVHUFKDPD-
da pelos quilombolas de rainha Teresa.

No momento em que houve o desmonte desse quilombo em 1791, governava a

FDSLWDQLD GH 0DWR *URVVR R FDSLWmRJHQHUDO /XLV GH$OEXTXHUTXH GH 0HOR 3HUHLUD H
&iFHUHVTXHFRPDSRLRGDHOLWHORFDOGD&kPDUDGH9LOD%HODGD6DQWtVVLPD7ULQ-
GDGH H VRE R FRPDQGR GH )UDQFLVFR 3HGUR GH 0HOR PDUFKRX FRQWUD R 4XDULWHUr H
RX4XDULWHWpGHVWUXLQGRR1RVHXLQWHULRUIRUDPHQFRQWUDGRVHPDEXQGkQFLDYtYHUHV
HFRPHVWtYHLVeLQWHUHVVDQWHGHVWDFDUTXHDOpPGHQHJURVKDYLDWDPEpPSUHVHQoD
GHtQGLRVGDQDomRFDEL[LFULRXORVHFDEXUpVQRWHUULWyULRGR4XDULWHUrHRX4XDULWHWp
SURYDQGRFRPLVVRTXHKDYLDXPDGLYHUVLGDGHGHFXOWXUDHLGHLDVQDTXHOHHVSDoRGH
UHVLVWrQFLD

24XLORPERGH4XDULWHUrHRX4XDULWHWpQmRIRLR~QLFRGHTXHVHWHPQRWtFLDHP
0DWR*URVVRSRUpPpRPDLVFRQKHFLGRGHYLGRDRDOIHUHVGHGUDJmR)UDQFLVFR3HGUR
GH0HORRFRPDQGDQWHTXHOLGHURXDGHVWUXLomRGHVVHTXLORPERWHUHVFULWRXP'LiULR
GH'LOLJrQFLDRQGHHOHUHODWDRGLDDGLDGDGHVWUXLomR(VVDREUDIRLUHSXEOLFDGDSHOR
,QVWLWXWR+LVWyULFRH*HRJUi¿FRGH0DWR*URVVRHP

$IXJDSDUDRVTXLORPERVQmRIRLD~QLFDPDQHLUDGHUHVLVWrQFLDEXVFDGDSHORVD
QHJURVD2XWUDVIRUPDVVXWLVLQGLYLGXDLVHFROHWLYDVIRUDPXWLOL]DGDVHGHQWUHHODVHVWi
o ingresso nas irmandades negras.
Orientações Curriculares das Diversidades Educacionais 156

Referenciais sugeridos:

História

‡ ,PSpULRVDIULFDQRVSUpFRORQLDLV

‡ Organização dos quilombos no Brasil;

‡ Legalização das terras quilombolas;

‡ )RUPDVGHRUJDQL]Do}HVQHJUDVQDÈIULFDHGLiVSRUD

‡ &RQWULEXLo}HVDIULFDQDVHDIUREUDVLOHLUDVQDIRUPDomRGR3DtV

‡ Os quilombos em Mato Grosso.

*HRJUD¿D

‡ &RQWLQHQWHDIULFDQR

‡ (VSDoRVHWHUULWyULRVTXLORPERODVQRFDPSRHQDFLGDGH

‡ $VTXHVW}HVVRFLRHFRQ{PLFDVQRVWHUULWyULRVTXLORPERODV

‡ 2HVSDoRGRVDQWLJRVTXLORPERVHRVFLFORVHFRQ{PLFRVFRORQLDLV

‡ &DUWRJUD¿DHWQLFRUUDFLDO

‡ &OLPDHRFRPSRUWDPHQWRGDQDWXUH]D

Sociologia

‡ $QFHVWUDOLGDGHDIULFDQDHFXOWXUDDIUREUDVLOHLUD

‡ $FRQVWUXomRVRFLDOGDVLGHLDVUDFLVWDV

‡ $VSHFWRVVRFLDLVHFXOWXUDLVQRVHVSDoRVHWHUULWyULRVTXLORPERODV

‡ &HUWL¿FDomRH7LWXODUL]DomRGRVHVSDoRVHWHUULWyULRVTXLORPERODV

‡ (VSHFL¿FLGDGHKLVWyULFDHFXOWXUDOGRVTXLORPERV

‡ A religiosidade nos quilombos.

)LORVR¿D

‡ Cosmologia e visão de mundo dos diferentes povos da diáspora;

157 Orientações Curriculares das Diversidades Educacionais

‡ 'HVFRQVWUXomRGRVHVWHUHyWLSRVHVWLJPDVUDFLVWDVQR%UDVLO

‡ 0HFDQLVPRVGHLQFOXVmR

‡ 'LYHUVLGDGHVHHVSDoRHVFRODU

Ciências da Natureza, Matemática e suas Tecnologias

$VLQ~PHUDVFRQWULEXLo}HVDIULFDQDVQDPHGLFLQDDUTXLWHWXUDHWHFQRORJLDVDJUtFR-
ODVSURSRUFLRQDUDPQRWiYHLVPXGDQoDVSDUD?QDVRFLHGDGH1HVVHVHQWLGRID]VHQHFHV-
ViULRRDSURIHVVRUUHDOL]DUSUiWLFDVSHGDJyJLFDVTXHYLVOXPEUHPHVVHVFRQKHFLPHQWRV
HVDEHUHV(VVDDERUGDJHPSRGHVHUIHLWDWDQWRQR(QVLQR)XQGDPHQWDOFRPRQR0pGLR

Temas sugeridos

Matemática90

‡ (WQRPDWHPiWLFD

‡ %LRJUD¿DVGHDIULFDQRVDVHDIURGHVFHQGHQWHV

‡ &RQWULEXLo}HVDIULFDQDVQDDUTXLWHWXUDHHQJHQKDULD

Física e Química:

‡ $FLYLOL]DomRDIULFDQDHVHXVFRQKHFLPHQWRVQDiUHDGDItVLFDHTXtPLFD

‡ 2VFRQKHFLPHQWRVQDiUHDGHTXtPLFDHItVLFDXWLOL]DGRVQRVTXLORPERV

Biologia:

‡ ÈIULFDEHUoRGDKXPDQLGDGH

‡ &RQVWUXomRGDLGHLDGHUDoDHRUDFLVPR

‡ $GDSWDo}HVGRVHUKXPDQRQRPHLRDPELHQWH

‡ *HQpWLFDGLIHUHQoDVIHQRWtSLFDV

‡ &XOWXUDUHOLJLRVDDIULFDQDHQDWXUH]D

‡ 6D~GHHFDUDFWHUHVKHUHGLWiULRV

90
 $GDSWDGRGROLYUR(GXFDomRGDV5HODo}HV(WQLFRUUDFLDLVGH5RVD0DUJDULGDGH&DUYDOKR5RFKD
Orientações Curriculares das Diversidades Educacionais 158

‡ &RQKHFLPHQWRVPHGLFLQDLVGDVSRSXODo}HVQHJUDV

‡ 5DFLVPRDPELHQWDO91;

‡ 3ODQWDVPHGLFLQDLVHEDVHDOLPHQWDUXWLOL]DGDVSHORVSRYRVTXLORPERODV

Linguagens, Códigos e suas Tecnologias

(VVDiUHDGHFRQKHFLPHQWRSRGHFRQWULEXLUHQRUPHPHQWHSDUDDYLVLELOLGDGHHYD-
ORUL]DomRGDVKHUDQoDVDIULFDQDVQRVHOHPHQWRVOLQJXtVWLFRVDUWtVWLFRVHVWpWLFRHFRUSR-
reidade.

Temas sugeridos:

‡ Língua Portuguesa

‡ $VUHPLQLVFrQFLDVDIULFDQDVQRFRWLGLDQRGROLQJXDMDUEUDVLOHLURHUHJLRQDO

‡ /LQJXDJHPFRPRH[SUHVVmRGHYDORUHVHFRQFHLWRV

‡ $XWRUHVDIULFDQRVDIUREUDVLOHLURVHVXDVPDQLIHVWDo}HVQRVTXLORPERV

Educação Física

‡ (OHPHQWRVFXOWXUDLVOLJDGRVHH[SUHVV}HVFRUSRUDLVDGYLQGDVGRVJUXSRVHWQLFRU-
UDFLDLV

‡ 3UiWLFDVHVSRUWLYDVQDVGLYHUVLGDGHVFXOWXUDLVTXLORPERODV-RJRVEULQFDGHLUDV
FDSRHLUDHRXWURV

Artes

‡ 3DWULP{QLRFXOWXUDOPDWHULDOHLPDWHULDO

‡ (VWpWLFDHWpFQLFDVDIULFDQDVQDDUWHEUDVLOHLUD

‡ $VWpFQLFDVGHRXULYHVDULDFRPRKHUDQoDVDIULFDQDVHPDOJXPDVUHJL}HVGRWHU-
ULWyULREUDVLOHLUR

‡ 0DQLIHVWDo}HV FXOWXUDLV P~VLFD OLWHUDWXUD EDVH DOLPHQWDU FXOLQiULD UHOLJLmR

danças e outras.

91
 &RQFHLWRTXHDGYpPGDFRQVWDWDomRGDGLVWULEXLomRGHVLJXDOGHDFHVVRDRVUHFXUVRVQDWXUDLVTXHGHVGREUDPHP
LQMXVWLoDVVRFLDLVHDPELHQWDLVGHIRUPDGHVSURSRUFLRQDOVREUHDVSRSXODo}HVQHJUDVLQGtJHQDVHSREUHV
159 Orientações Curriculares das Diversidades Educacionais

Língua Estrangeira

‡ /tQJXDVR¿FLDLVHPDWHUQDVGRVSDtVHVDIULFDQRVFRQVLGHUDQGRVXDLQÀXrQFLDQR
WHUULWyULREUDVLOHLUR

3DUWH'LYHUVL¿FDGD

Referenciais para Ciências e Saberes Quilombolas

$LQFOXVmRGDSDUWHGLYHUVL¿FDGDQRFXUUtFXORGDVHVFRODVTXLORPERODVVHGHOLQHLD
DSDUWLUGDVGLVFXVV}HVHPWRUQRGDUHDOLGDGHVRFLDOHFXOWXUDOGDVFRPXQLGDGHV$iUHD
denominada de Ciências e Saberes Quilombolas LQWHJUDGD jV GLVFLSOLQDV Práticas
em Cultura e Artesanato Quilombola, Prática em Técnica Agrícola Quilombola e
Prática em Tecnologia Social.

$VTXHVW}HVJHUDLVVREUHDFXOWXUDHDKLVWyULDDIULFDQDDIUREUDVLOHLUDHTXLORPER-
ODVHUmRWUDWDGDVHPWRGDVDViUHDVGHFRQKHFLPHQWRVGHEDVHFRPXPGDV(GXFDomR
(VFRODU4XLORPEROD

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Referenciais temáticos

$FUHVFHDRVHL[RVHRXUHIHUHQFLDLV$QFHVWUDOLGDGH7UDEDOKR$XWRQRPLDH7HFQR-
ORJLD6RFLDO7HUULWyULR'LYHUVLGDGH&XOWXUDOH6XVWHQWDELOLGDGHH'LYHUVLGDGHGHFRQKH-
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HSUR¿VVLRQDO

‡ Cultura e Biodiversidade;

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‡ 0XOWLFXOWXUDOLVPRH$IULFDQLGDGHV

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Orientações Curriculares das Diversidades Educacionais 164

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________________________. Territórios das Comunidades Remanescentes de An-

tigos no BrasilSULPHLUDFRQ¿JXUDomRHVSDFLDO%UDVtOLDHGLomRGRDXWRU

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QDOWRJRYEUFFLYLOB'HFUHWR'KWP!$FHVVRHP

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/HLGH'LUHWUL]HVH%DVHGD(GXFDomR%UDVLOHLUDGH
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167 Orientações Curriculares das Diversidades Educacionais

ORIENTAÇÕES CURRICULARES PARA A EDUCAÇÃO

DE JOVENS E ADULTOS
169 Orientações Curriculares das Diversidades Educacionais

Brasil Alfabetizado - SEDUC/MT

Apresentação

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trabalho.
175 Orientações Curriculares das Diversidades Educacionais

‡ 2IHUWDSHUPDQHQWHGHSURJUDPDVHSURMHWRVQDUHGHGHHQVLQRDFROKHQGRDTXDO-
quer tempo todos os que desejarem estudar, independentemente do nível de
ensino ou da idade.

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e valorize os saberes do trabalhador e daqueles que aprenderam de maneira
DXWRGLGDWDUHYHQGRDRIHUWDGHH[DPHVVXSOHWLYRVHRVPRGRVFRPRYrPVHQGR
realizados.

Concepções a serem superadas

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Sobre a diversidade de conhecimentos do que é a EJA

+iXPDYDULHGDGHGHFRPSUHHQV}HVVREUH(-$TXHDLQGDUHVLVWHHVSHFLDOPHQWH
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Orientações Curriculares das Diversidades Educacionais 176

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garantir, em qualquer tempo, e em qualquer idade, o direito de aprender, a EJA também
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jeitos

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177 Orientações Curriculares das Diversidades Educacionais

tos em liberdade, respeitando períodos de férias e tempos de aprendizado; propostas

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regular

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ID]PXLWRVHQWLGR4XDOVHULDDIXQomRGRGHYHUGHFDVDQHVVDVFLUFXQVWkQFLDVFRQVLGH-
Orientações Curriculares das Diversidades Educacionais 178

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Subalternidade do lugar dos sujeitos: silenciamento e exclusão da

ação pedagógica

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Aligeiramento e supletivização da EJA na prática pedagógica

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Orientações Curriculares das Diversidades Educacionais 180

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Grande parte dos professores de EJA não teve, na formação inicial, qualquer no-
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ULFXODUHVMiGHVHQYROYLGDVQDVXQLGDGHVHVFRODUHVPDWRJURVVHQVHVHDTXHODVVXJHULGDV
FRPRPDLVDSURSULDGDVDRVREMHWLYRVGH¿QLGRVQHVVDVRULHQWDo}HV

&RQIRUPH R Mi DQWHULRUPHQWH UHIHULGR QD H[SHULrQFLD FXUULFXODU GD (-$ HP 0DWR
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GHVGHHQIUHQWDQGRRGHVD¿RGDGHVIUDJPHQWDomRGRFRQKHFLPHQWRGRUHFRQKH-
FLPHQWRGDVLQWHUIDFHVHQWUHGLVFLSOLQDVGLYHUVDVGRVGLiORJRVH[LVWHQWHVHQWUHFRQKHFL-
PHQWRVDSDUHQWHPHQWHGLVWLQWRVHFRQWULEXLQGRSDUDREHPHVWDUGHHGXFDQGRVHHGXFD-
GRUHVSRUSHUPLWLUPDLRUGHGLFDomRDRHVWXGRQDiUHDQDPHGLGDHPTXHDSUHVVmRGDV
GLVFLSOLQDVPXLWRGLIHUHQWHVpVXSHUDGD

2XWUDV H[SHULrQFLDV SHGDJyJLFDV QmR PXLWR FRQKHFLGDV PDV GHVHQYROYLGDV

FRPVXFHVVRHPHVFRODVQR%UDVLOHQRH[WHULRUPHUHFHPUHJLVWURDTXLFRPRSRVVL-
ELOLGDGHVGLIHUHQFLDGDVGHWUDEDOKRHGXFDWLYR7UDEDOKRSRUPHLRGHSURMHWRVLQWHJUD-
GRVFRPSOH[RVWHPiWLFRVWHPDVJHUDGRUHVHRXWUDVSURSRVWDVFHQWUDGDVHPWHPDV
WUDEDOKDGRV QDV GLIHUHQWHV GLVFLSOLQDV SRU GLIHUHQWHV GRFHQWHV VHPSUH HP WRUQR GH
FRQKHFLPHQWRVTXHDX[LOLHPRGHVHQYROYLPHQWRGDFRPSUHHQVmRGRWHPDHPTXHVWmR
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HGXFDQGRVHQYROYLGRV

1DSHUVSHFWLYDGDWHVVLWXUDGRFRQKHFLPHQWRHPUHGHUHFRQKHFHVHQHVVDVLQLFLD-
WLYDVQmRGLVFLSOLQDUHVFDPLQKRVSRVVtYHLVHGHVHMiYHLVSDUDRGHVHQYROYLPHQWRGHSUR-
SRVWDVFXUULFXODUHVIDYRUHFHGRUDVGDTXDOLGDGHTXHVHSUHWHQGHSDUDD(-$QRHVWDGR
GH0DWR*URVVRLVVRSRUTXHHVVDVLQLFLDWLYDVVmRSHUFHELGDVYROWDGDVSDUDDLQWHUORFX-
omRHQWUHRVFRQWH~GRVHVFRODUHVHDVH[SHULrQFLDVFXOWXUDLVHVRFLDLVGRVVXMHLWRVDP-
SOLDQGRDQRomRGHHGXFDomRSDUDDOpPGDHVFRODUL]DomRHLQFRUSRUDQGRDRVREMHWLYRV
GDHVFRODDIRUPDomRGHVXMHLWRVVRFLDLVFLGDGmRVSOHQRVGHGLUHLWRVHGHFRQVFLrQFLDD
UHVSHLWRGDUHDOLGDGHVRFLDOQDTXDOHVWmRLQVFULWRVOLYUHVSDUDID]HUHVFROKDV3RURXWUR
ODGRpLPSRUWDQWHQmRSHUGHUGHYLVWDDVHVSHFL¿FLGDGHVGDVXQLGDGHVHVFRODUHVGDV
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SRVVLELOLGDGHVGHWUDEDOKRGHFDGDXPD

&DGDXQLGDGHHVFRODUSUHFLVDGHVHQYROYHUVXDSURSRVWDFXUULFXODUDSDUWLUGDV
H[SHULrQFLDV TXH Mi SRVVXL H GHVHQYROYH $ SRWHQFLDOL]DomR GDV H[SHULrQFLDV HP
EXVFD GD DGHTXDomR SRVVtYHO DRV SULQFtSLRV UHSUHVHQWDGRV QRV GLIHUHQWHV HL[RV
QRUWHDGRUHV HP IXQomR GDV FDSDFLGDGHV H GHVHMRV GH FDGD FRPXQLGDGH HVFRODU
Dt LQFOXtGRV VHPSUH TXH SRVVtYHO RV HGXFDQGRV H UHSUHVHQWDQWHV GD FRPXQLGDGH
GRHQWRUQR1RVFDVRVGHXQLGDGHVHVFRODUHVVLWXDGDVHPFRPXQLGDGHVLQGtJHQDV
TXLORPERODVGRFDPSRRXULEHLULQKDVHVSHFLDODWHQomRGHYHVHUGDGDjGLQkPLFD
VRFLDOORFDOHDRVPRGRVGHFRPSUHHQGHUHYLYHUQRPXQGRTXHOKHVpSUySULRWDQWDV
YH]HVQHJOLJHQFLDGR

1HVVHVHQWLGRHQWHQGHVHTXHVRERSDQRGHIXQGRGDQRomRGHWHVVLWXUDGRFR-
197 Orientações Curriculares das Diversidades Educacionais

QKHFLPHQWRHPUHGHDVQHJRFLDo}HVHQWUHDVH[SHULrQFLDVFXUULFXODUHVMiH[LVWHQWHVH
DVSRVVtYHLVPXGDQoDVSRWHQFLDOL]DGRUDVGHPDLVHPHOKRUHVDSUHQGL]DJHQVGHYHPVHU
DPSODVHSURIXQGDVGHPRGRDLQFRUSRUDURPDLRUQ~PHURSRVVtYHOGHVXMHLWRVGDHVFR-
ODHVHXVGLIHUHQWHVVDEHUHVHPRGRVGHHVWDUQRPXQGREHPFRPRVHDSUR[LPDUGRV
REMHWLYRVGH¿QLGRVQHVVDVRULHQWDo}HV

Os elementos da proposta

&RPEDVHQHVVDFRPSUHHQVmRGRFDPSRHGDVQHFHVVLGDGHVFRORFDGDVDXPDSUR-
SRVWDGHVVHWLSRDQRomRGHWHVVLWXUDGRFRQKHFLPHQWRHPUHGHVXVWHQWDRHPEDVDPHQWR
proposto para as Orientações curriculares$SDUWLUGDFRPSUHHQVmRGHTXHRVFRQKHFL-
PHQWRVVHWHFHPHPUHGHVGDVTXDLVID]HPSDUWHWRGDVDVH[SHULrQFLDVKXPDQDVOLJD-
GDVRXQmRDRVFRQKHFLPHQWRVIRUPDLVRXDSURFHVVRVR¿FLDLVGHHQVLQRDSUHQGL]DJHP
SRGHPVHFRQVLGHUDURVGLIHUHQWHVFRQKHFLPHQWRVFRPRLQWHJUDQWHVGHXPDPHVPDUHGH
HVWDEHOHFHQGRHQWUHVLQmRXPDUHODomRGHVXSHULRULGDGHLQIHULRULGDGHPDVXPDUHODomR
GHGLiORJRHLQWHUSHQHWUDomRSHUPDQHQWHHQmRKLHUiUTXLFD0DLVGRTXHLVVRHVVHHQ-
tendimento leva ao fato de que não há nenhuma previsibilidade nem obrigatoriedade de
FDPLQKRQRVSURFHVVRVGHWHVVLWXUDGRVFRQKHFLPHQWRVQHPGHFRQWUROHSRVVtYHOGHVVHV
SURFHVVRVSHODIRUPDOLGDGHGRVSURFHGLPHQWRVHVFRODUHVGHHQVLQRDSUHQGL]DJHP

$LGHLDGDWHVVLWXUDGRFRQKHFLPHQWRHPUHGHEXVFDVXSHUDUQmRVyRSDUDGLJPD
da árvore do conhecimentoFRPRWDPEpPDSUySULDIRUPDFRPRVmRHQWHQGLGRVRVSUR-
FHVVRVLQGLYLGXDLVHFROHWLYRVGHDSUHQGL]DJHPFXPXODWLYRVHDGTXLULGRVVHJXQGRR
SDUDGLJPDGRPLQDQWH$LGHLDGDFRQVWUXomRGRFRQKHFLPHQWRXVDQGRDLPDJHPGDár-
vore SUHVVXS}HOLQHDULGDGHVXFHVVmRHVHTXHQFLDPHQWRREULJDWyULRGRPDLVVLPSOHVDR
PDLVFRPSOH[RGRVVDEHUHVDRVTXDLVVHGHYHWHUDFHVVR$OpPGLVVRSUHVVXS}HDDomR
H[WHUQDFRPRHOHPHQWRIXQGDGRUGD³FRQVWUXomR´GHFRQKHFLPHQWRV$LGHLDGDWHVVLWXUD
GR FRQKHFLPHQWR HP UHGH SUHVVXS}H DR FRQWUiULR TXH DV LQIRUPDo}HV jV TXDLV VmR
VXEPHWLGRVRVVXMHLWRVVRFLDLVVySDVVDPDFRQVWLWXLUFRQKHFLPHQWRSDUDHOHVTXDQGRVH
SRGHPHQUHGDUDRXWURV¿RVMiSUHVHQWHVQDVUHGHVGHVDEHUHVGHFDGDXPJDQKDQGR
QHVVHSURFHVVRXPVHQWLGRSUySULRQmRQHFHVVDULDPHQWHDTXHOHTXHRWUDQVPLVVRUGD
LQIRUPDomRSUHVVXS}H,VVRVLJQL¿FDTXHGL]HUDOJRDDOJXpPQmRSURYRFDDSUHQGL]DJHP
QHPFRQKHFLPHQWRDPHQRVTXHDTXLORTXHIRLGLWRSRVVDHQWUDUHPFRQH[mRFRPRV
LQWHUHVVHVFUHQoDVYDORUHVRXVDEHUHVGDTXHOHTXHHVFXWD2XVHMDRVSURFHVVRVGH
DSUHQGL]DJHP YLYLGRV VHMDP HOHV IRUPDLV RX FRWLGLDQRV HQYROYHP D SRVVLELOLGDGH GH
DWULEXLomRGHVLJQL¿FDGRSRUSDUWHGDTXHOHVTXHDSUHQGHPjVLQIRUPDo}HVUHFHELGDV
GRH[WHULRU²GDHVFRODGDWHOHYLVmRGRVDPLJRVGDIDPtOLDHWF

&RQVLGHUDQGRDVLQJXODULGDGHGDVFRQH[}HVTXHFDGDXPHVWDEHOHFHHPIXQomR
GHVXDVH[SHULrQFLDVHVDEHUHVDQWHULRUHVHWDPEpPDPXOWLSOLFLGDGHGHFRQH[}HVSRV-
VtYHLVQmRID]VHQWLGRSUHVVXSRUXPWUDMHWR~QLFRHREULJDWyULRSDUDWRGRVRVVXMHLWRVHP
VHXVSURFHVVRVGHDSUHQGL]DJHP&DGDXPWHPXPDIRUPDSUySULDHVLQJXODUGHWHFHU
FRQKHFLPHQWRVSHORVPRGRVFRPRDWULEXLVHQWLGRjVLQIRUPDo}HVUHFHELGDVHVWDEHOH-
FHQGRFRQH[}HVHQWUHRV¿RVHWHVVLWXUDVDQWHULRUHVHRVQRYRV
Orientações Curriculares das Diversidades Educacionais 198

(VVHHQWHQGLPHQWRFRORFDQRYDVH[LJrQFLDVjIRUPXODomRGHSURSRVWDVRXRULHQWD-
o}HVFXUULFXODUHVGHPRGRDTXHHODVSRVVDPGLDORJDUFRPRVVDEHUHVYDORUHVFUHQoDV
HH[SHULrQFLDVGRVHGXFDQGRVQRWDGDPHQWHTXDQGRVHGHVWLQDPj(-$FRPRMiIRLGLWR
FRQVLGHUDQGRRVFRPR¿RVSUHVHQWHVQDVUHGHVGRVJUXSRVVRFLDLVGDVHVFRODVFODV-
VHVGRVSURIHVVRUHVHGRVHVWXGDQWHVHSRUWDQWRUHOHYDQWHVSDUDDDomRSHGDJyJLFD
2IRUPDOLVPRHDIUDJPHQWDomRGRVVDEHUHVTXHYrPFDUDFWHUL]DQGRDJUDQGHPDLRULD
GDVSURSRVWDVFXUULFXODUHVFRQKHFLGDVSUHFLVDPVHUVXSHUDGRVSHORHVWDEHOHFLPHQWRGH
novos diálogos.

8PD~OWLPDTXHVWmRDDERUGDUpDTXHVHUHIHUHDRVSURFHVVRVGHWHVVLWXUDGHV-
VDVUHGHV7RGRVRVDVSHFWRVGDUHDOLGDGHYLYHQFLDGDGRVKiELWRVIDPLOLDUHVDRVSUR-
JUDPDV GH WHOHYLVmR DVVLVWLGRV SDVVDQGR SRU H[SHULrQFLDV VRFLDLV PDLV DPSODV EHP
FRPRSHODYLGDDIHWLYDHIDPLOLDUFRQWULEXHPSDUDDWHVVLWXUDGDVUHGHVGHVXEMHWLYLGDGHV
6$1726TXHFDGDXPpHGDVUHGHVGHVDEHUHVTXHDVFRQVWLWXHP,QVHULGRV
HPWRGRVHVVHVHVSDoRVRVVXMHLWRVWHFHPQHOHVDVUHGHVGHVXEMHWLYLGDGHV3RUWDQWR
UHVWULQJLURHQWHQGLPHQWRGDDomRSHGDJyJLFDDRVFRQWH~GRVIRUPDLVGHHQVLQRFRQVWLWXL
XPDPXWLODomRQmRVyGRVVDEHUHVTXHVHID]HPSUHVHQWHVQDVHVFRODVFODVVHVPDV
GRVSUySULRVVXMHLWRVjPHGLGDHPTXHHVWDDomRSHGDJyJLFDIUDJPHQWDVXDVH[LVWrQ-
FLDVHPSHTXHQDV³XQLGDGHVDQDOtWLFDV´RSHUDFLRQDLVLQFRPSDWtYHLVFRPDFRPSOH[LGD-
de humana.

Também é fundamental nessas Orientações GH¿QLUFRPFODUH]DRVREMHWLYRVDWUL-

EXtGRVjDomRSHGDJyJLFDQD(-$RXVHMDRTXHVHHQWHQGHFRPRDFRQWULEXLomRGD
HVFRODSDUDRVHGXFDQGRVHTXDOVHULDDPHOKRUPDQHLUDGHSRWHQFLDOL]iOD1HVVHVHQ-
WLGRHGHPRGRDSHUPLWLUDWRGRVEXVFDUQDUHGHHVWDGXDOGHHQVLQRDSUHQGL]DJHQV
H FHUWL¿FDo}HV GH TXH QHFHVVLWDP LPSOLFD FRQVLGHUDU D SOXUDOLGDGH GH LQWHUHVVHV TXH
OHYDPVXMHLWRVj(-$DVGLIHUHQWHVSRVVLELOLGDGHVHQHFHVVLGDGHVGHFRQWH~GRVHGH
FHUWL¿FDomRHDLQGDEXVFDUGH¿QLUGLIHUHQWHVSRVVLELOLGDGHVGHDWHQGLPHQWR

$ WDUHID QmR p VLPSOHV H UHTXHU TXH QR WUDWDPHQWR GDV SUHPLVVDV FXUULFXODUHV
VHMDPLQWURGX]LGDVGLIHUHQWHVIRUPDVGHDYDOLDomRHGHFHUWL¿FDomREHPFRPRGHHTXL-
OtEULRHQWUHSUHVHQoDQHFHVViULDHDOWHUQDWLYDVSHGDJyJLFDVHDLQGDDÀH[LELOL]DomRGH
FULWpULRVHH[LJrQFLDVFRORFDGDVDRVGLIHUHQWHVS~EOLFRVFRQVLGHUDQGRRQHFHVViULRGLi-
ORJRHQWUHSRVVLELOLGDGHVUHDLVGRVHVWXGDQWHVHQHFHVVLGDGHVGDHVFRODUL]DomR

'RSRQWRGHYLVWDGRVFRQWH~GRVGHHQVLQRSURSULDPHQWHGLWRDRSHQVDUOrienta-
ções curriculares SRGHVHD¿UPDUTXHHPSULPHLUROXJDUDOyJLFDTXHSUHVLGHDVHOHomR
HDSUHVHQWDomRGRVFRQWH~GRVDRVHVWXGDQWHVpDGD(GXFDomRGH-RYHQVH$GXOWRVH
QmRDGRHQVLQRUHJXODU(QWHQGHVHSRUHVVDOyJLFDXPDDERUGDJHPGRVFRQWH~GRV
UHODFLRQDQGRRV WDQWR TXDQWR SRVVtYHO D VLWXDo}HV GD YLGD FRWLGLDQD GDV SRSXODo}HV
WUDEDOKDGRUDVSRXFRRXQDGDHVFRODUL]DGDVDXVHQWHVGDVHVFRODV±UHJXODUHVRXQmR±
por longo período.

3RGHVHGL]HUTXHFRPUHODomRjVHOHomRGRVFRQWH~GRVFDEHUHVVDOWDUDQHFHVVL-
GDGHGHXPDOyJLFDTXHRVFRPSUHHQGDQmRFRPRXPD¿QDOLGDGHHPVLPDVFRPRPHLR
SDUDXPDLQWHUDomRPDLVSOHQDHVDWLVIDWyULDGRHGXFDQGRFRPRPXQGRItVLFRHVRFLDOj
VXDYROWD,VWRVLJQL¿FDRSRUWXQL]DUDHVVDVSRSXODo}HVDYDORUL]DomRGRVVDEHUHVWHFL-
199 Orientações Curriculares das Diversidades Educacionais

GRVQDVVXDVSUiWLFDVVRFLDLVHPDUWLFXODomRFRPVDEHUHVIRUPDLVTXHSRGHPVHULQFRU-
SRUDGRVDHVVHVID]HUHVVDEHUHVFRWLGLDQRVSRWHQFLDOL]DQGRRVWpFQLFDHSROLWLFDPHQWH

1DVHOHomRGRVFRQWH~GRVDFRQVWDUGRVSURJUDPDVGHHVFRODUL]DomRDSULRULGDGH
VHUiHQWmRDGDDERUGDJHPGHFRQKHFLPHQWRVUHODFLRQDGRVjYLGDVRFLDOHjFRPSUH-
HQVmRGRVHOHPHQWRVTXHLQWHUYrPQDYLGDFRWLGLDQD$VIRUPDVWUDGLFLRQDLVGHVHOHomR
HDERUGDJHPGRVFRQWH~GRVHQFRQWUDGDVQRHQVLQRUHJXODUGHYHPGDUOXJDUDIRUPDV
DOWHUQDWLYDV TXH IDYRUHoDP D HVFRODUL]DomR GH WUDEDOKDGRUHV DQWHULRUPHQWH H[FOXtGRV
GHVWHSURFHVVR1HVVHVHQWLGRFDEHYROWDUjGH¿QLomRSUpYLDHFROHWLYDGHDOJXQVSULQ-
FtSLRVQRUWHDGRUHVGRWUDEDOKRSHGDJyJLFRGHVHOHomRHRUJDQL]DomRGRVFRQWH~GRVD
SDUWLUGDVYDULiYHLVMiUHIHULGDVQRSDUiJUDIRDFLPD

4XH FRQWH~GRV HQWmR VmR QHFHVViULRV SDUD MRYHQV H DGXOWRV TXH EXVFDP XPD
HVFRODUL]DomRWDUGLD"

$UHVSRVWDSRGHULDVHUDGHTXHRVFRQWH~GRVQHFHVViULRVVmRDTXHOHVTXHSRGHP
VHUXWLOL]DGRVQDYLGDFRWLGLDQDFRPRPHLRSDUDDDXWRQRPLDGRVXMHLWR%DVHDGRQDDecla-
ração de Jomtien7 SiJSRGHVHD¿UPDUTXHDHVFRODGHYHUiLQFRUSRUDUHIHWLYD-
PHQWHRVFRQKHFLPHQWRV±FRQWH~GRVHFDSDFLGDGHV±³QHFHVViULRVSDUDTXHRLQGLYtGXR
SRVVDGHVHQYROYHUVHItVLFDDIHWLYDLQWHOHFWXDOHPRUDOPHQWHD¿PGHGHVHPSHQKDUVH
FRPDXWRQRPLDQRkPELWRSROtWLFRHFRQ{PLFRHVRFLDOQRVHXFRQWH[WRGHYLGD´

4XHRUJDQL]DomROKHVVHUiGDGDFRQVLGHUDQGRRVREMHWLYRVJHUDLVGRWUDEDOKRRV
(L[RV1RUWHDGRUHV, as possibilidades e os objetivos de estudantes e professores e de
FDGDXQLGDGHHVFRODU"

5HVSHLWDGDVDVUHDOLGDGHVORFDLVDVIRUPDVFRPRDVGLIHUHQWHVXQLGDGHVHVFROD-
UHVYrPGHVHQYROYHQGRVXDVDo}HVSHGDJyJLFDVHHVWUXWXUDQGRVHXVFXUUtFXORVVHPSUH
HPEXVFDGDPHOKRULDGRWUDEDOKRQRVHQWLGRGHDVVHJXUDURDWHQGLPHQWRGRVREMHWLYRV
SUHFRQL]DGRVQRVGLIHUHQWHVHL[RVQRUWHDGRUHVHOHQFDPVHDTXLDOJXQVSURFHGLPHQWRV
FRQVLGHUDGRV~WHLVHQHFHVViULRVSDUDRWUDEDOKRSHGDJyJLFR

&DEHOHPEUDUTXHDLGHLDpDGHSURPRYHUXPFDPLQKDUHPGLUHomRDSURSRVWDV
FXUULFXODUHVTXHFRQWHPSOHPRGHVHQYROYLPHQWRGDVFDSDFLGDGHVLQWHOHFWXDLVSROtWLFDV
HVRFLDLVGRVHGXFDQGRVSDUDRWUDEDOKRHSDUDDFLGDGDQLDDFHVVRDRFRQKHFLPHQWR
IRUPDOFRPRPHLRQHFHVViULRDHVWHGHVHQYROYLPHQWRHGLiORJRHQWUHFRQKHFLPHQWRV
YDORUHV H FXOWXUDV GLIHUHQWHV (VVHV REMHWLYRV H RV PRGRV FRPR VH DFUHGLWD TXH HOHV
SRGHPVHUDWLQJLGRVVHUHODFLRQDPFRPDQRomRGHWHVVLWXUDGRFRQKHFLPHQWRHPUHGH
VHJXQGRDTXDODVGLIHUHQWHVLQIRUPDo}HVTXHFKHJDPGRPXQGRH[WHULRUVHMDGDHV-
FRODGHRXWUDVLQVWLWXLo}HVRXGDYLYrQFLDFRWLGLDQDFRQVWLWXHPDSUHQGL]DJHQVTXDQGR
JDQKDPVLJQL¿FDGRHSDVVDPDLQWHJUDUDVUHGHVGHFRQKHFLPHQWRVGHFDGDVXMHLWR

$VVLPHQWHQGHVHTXHRWUDEDOKRSHGDJyJLFRSRUPHLRGHSURMHWRVRXGHWHPDV
JHUDGRUHVFXMRVHQWLGRVRFLDOHLQWHUHVVHGRVHGXFDQGRVVmRSRVWRVQDRULJHPSRGHP
FRPPDLVIDFLOLGDGHFRQWULEXLUSDUDRGHVHMDGRSURFHVVRHGXFDWLYRLQWHJUDOHPERUDSRV-
VDWUD]HUWDPEpPDOJXPDVGL¿FXOGDGHVRSHUDFLRQDLVGHULYDGDVGRVOLPLWHVHVWUXWXUDLV
GDXQLGDGHHVFRODUHGDVFUHQoDVHSRVVLELOLGDGHVGHHGXFDQGRVHSURIHVVRUHVHQWUH
RXWUDVTXHVW}HV
Orientações Curriculares das Diversidades Educacionais 200

2VXFHVVRGRWUDEDOKRSRUiUHDVGRFRQKHFLPHQWRTXHYHPVHQGRGHVHQYROYLGR
QRV&(-$VGHVGHSHUPLWHD¿UPDUTXHSDUDRVHGXFDQGRVDUHGXomRGDGLYHUVLGD-
GHGLVFLSOLQDUQRHQIUHQWDPHQWRGDHVFRODUL]DomRFRWLGLDQDWRUQDPDLVFRQIRUWiYHOSDUD
HVWXGDQWHVWUDEDOKDGRUHVHQIUHQWDURGHVD¿RGDHVFRODUL]DomRDRUHGX]LUH[LJrQFLDVFR-
WLGLDQDVVHPDEGLFDUGDSOXUDOLGDGHGHVDEHUHVTXHFDUDFWHUL]DRVFXUUtFXORVHVFRODUHV
IDYRUHFHQGRDSHUPDQrQFLDGRVHGXFDQGRVQDHVFROD

'HVVHPRGRpSUHFLVRUHFRQKHFHUTXHSRUTXHVW}HVKLVWyULFDVGHIRUPDomRRX
PHVPRGHFRQYLFomRDUHVSHLWRGHFRPRVHGHYHGHVHQYROYHURWUDEDOKRSHGDJyJLFRDO-
JXPDVXQLGDGHVHVFRODUHVHVWUXWXUDPVXDSUiWLFDFXUULFXODUHPWRUQRGHGLVFLSOLQDVFOiV-
VLFDVPDQWHQGRDXQLGDGHHVFRODUQXPDSHUVSHFWLYDTXHQmRIDYRUHFHSRUVLPHVPD
DDWULEXLomRGHVHQWLGRVDRVFRQWH~GRVQHPR³FRQIRUWR´SURSLFLDGRSHORWUDEDOKRFRP
DV iUHDV$LQGD DVVLP HP FDGD XPD GHVVDV SUiWLFDV R LQWHUHVVH SHOD DSUHQGL]DJHP
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3RURXWURODGRPHVPRTXHVHHQWHQGDQmRVHUHPDVHVFROKDVPHWRGROyJLFDVGH-
WHUPLQDQWHV SDUD R VXFHVVR RX QmR GRV SURFHVVRV GH HVFRODUL]DomR DR IDYRUHFHUHP
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TXHSRWHQFLDOL]DUQRkPELWRGDVHVFROKDVTXHID]DVSRVVLELOLGDGHVGHDWLQJLURVRE-
MHWLYRVHOHQFDGRVQRVHL[RVQRUWHDGRUHVHWDPEpPGHVFREULULQWHUQDPHQWHSURFHVVRV
SRVVtYHLV SDUD TXH DWLYLGDGHV DLQGD QmR HIHWLYDGDV SURSRVWDV GH HQULTXHFLPHQWR GH
GLiORJRVHPHFDQLVPRVRXWURVGHHQVLQRTXHQmRDTXHOHVMiHPDQGDPHQWRSRVVDPVHU
LQFRUSRUDGRVDRWUDEDOKRFRWLGLDQR$¿UPDVHFRPLVVRTXHVHGHYHFDPLQKDUHPGLUH-
omRDRGHVHQYROYLPHQWRGHFDSDFLGDGHVGHWUDEDOKRHGHH[HUFtFLRHIHWLYRGHFLGDGDQLD
SHORVHGXFDQGRVGRDFHVVRDRVFRQKHFLPHQWRVIRUPDLVFRPHIHWLYDDWULEXLomRGHVLJQL-
¿FDGRDHOHVHGRGLiORJRHQWUHH[SHULrQFLDVSUHJUHVVDVHFRQKHFLPHQWRVIRUPDLVHQWUH
GLIHUHQWHVFXOWXUDVSUHVHQWHVQRXQLYHUVRHVFRODUHHQWUHYDORUHVVRFLDLVHpWLFRPRUDLV
GHHGXFDGRUHVHHGXFDQGRV

4XDOTXHUTXHVHMDDUHDOLGDGHGDXQLGDGHHVFRODUHQWHQGHVHTXHRVSURFHGLPHQ-
tos adiante permitirão o desenvolvimento do trabalho em função dos objetivos propostos,
UHVSHLWDQGRVHDVSRVVLELOLGDGHVGHFDGDXQLGDGHHVFRODUHVXDVHVFROKDVPHWRGROyJL-
FDV7UDWDVHGHSDUWLUGRTXHH[LVWHGDH[SHULrQFLDFRQFUHWDGHHGXFDGRUHVHGHHGX-
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to da EJA

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a EJA, sem um levantamento real quanto a demandas de horários dos sujeitos do entor-
QRGDHVFROD$UHDOLGDGHGRPXQGRGRWUDEDOKRQDTXDOPXLWRVHVWXGDQWHVGD(-$HVWmR
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QRYRV WUDEDOKDGRUHV 'RQDV GH FDVDPmHV GH IDPtOLD TXDQGR OHYDP VHXV ¿OKRV SDUD D
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DVVLPFRPRXPDJDPDGHRXWUDVDWLYLGDGHVHGHDUUDQMRVSURGXWLYRVORFDLVTXHGHSHQGHP
GDHVFRODS~EOLFDSDUDUHWRUQDUjHVFRODUL]DomRLQWHUURPSLGDQDLQIkQFLD

'RSRQWRGHYLVWDGDFRQFHSomRGH333IRUPXODVHXPSURMHWRSDUDRGLXUQRDSH-
QDVFRQVLGHUDQGRDVFDUDFWHUtVWLFDVGRS~EOLFRLQIDQWLOHGHL[DVHRSHUtRGRQRWXUQRIRU-
PXODURXWURSURMHWRTXHQmRVHDUWLFXODFRPRGRVGHPDLVWXUQRVQHPQDSRVVLELOLGDGH
GHFUX]DPHQWRGDRIHUWDQHPQDFRQVLGHUDomRGHTXHDHVFRODpXPDVyHTXHWRGRV
Orientações Curriculares das Diversidades Educacionais 212

os sujeitos devem estar envolvidos nas atividades em geral propostas para uns e para
RXWURVFRPWURFDVP~WXDVHSURMHWRFROHWLYR

3HQVDU D (-$ QR 333 GD HVFROD p QmR PDLV FRORFiOD HP OXJDU SURYLVyULR PDV
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atendimento na EJA.

Redimensionamento

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a EJA;

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213 Orientações Curriculares das Diversidades Educacionais

Projetos e organização da educação básica de jovens e adultos

$HGXFDomRGHMRYHQVHDGXOWRVFRPRPRGDOLGDGHGHHGXFDomREiVLFDYROWDVHD
atender, portanto, jovens e adultos tanto no ensino Fundamental quanto no Médio.

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que aqui se delineiam para todos os sujeitos depois de 14 anos.

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Espaços que atendem a Educação de Jovens e Adultos em Mato Grosso

3DUDTXHDVSURSRVWDVDTXLDSUHVHQWDGDVSDUDD(-$DFRQWHoDPVHJXQGRQHFHVVLGD-
des e possibilidades dos sujeitos demandantes de atendimento, indispensável se faz que as
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GD5HVROXomR&((07QžHGR3DUHFHU&1(QžEHPFRPRSRGHPRUJD-
QL]DURXWUDVSURSRVWDVGHVGHTXHFRPEDVHQHVVDVPHVPDVUHIHUrQFLDVOHJDLV

O 3URJUDPDGH(GXFDomRGH-RYHQVH$GXOWRV(aprovado pela Resolução CEE/MT

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Orientações Curriculares das Diversidades Educacionais 214

SHLWHHVSHFL¿FLGDGHVGDPRGDOLGDGHHFDUDFWHUtVWLFDVSRVVLELOLGDGHVGRVGHPDQGDQWHV
GHHVFRODUL]DomR

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Jovens e Adultos em vários grandes modos de atendimento: &HQWURVGH(GXFDomRGH
Jovens e Adultos &(-$VHVFRODVTXHRIHUWDPDPRGDOLGDGH(-$([DPHV6XSOHWLYRV
de Ensino Fundamental e Ensino Médio, Programa de Ensino Médio Integrado à Edu-
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Os Centros de Educação de Jovens e Adultos (CEJAs)

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da proposta.

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SDQKDPHQWRHLQWHUYHQomRSHGDJyJLFDMXQWRDRVHGXFDQGRVWDLVFRPRaulas na turma
de origem, atendimento individualizado em plantões de professores, R¿FLQDVSHGDJyJL-
cas e aulas culturais.

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Escolas que ofertam a Modalidade EJA

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seus sujeitos, e

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(QWHQGHPRVDDGROHVFrQFLDFRPRWHPSRHHVSDoRYLWDODRGHVHQYROYLPHQWRKXPD-
QRHPWRGDVDVVXDVGLPHQV}HVHPSDUWLFXODUGDVXDVXEMHWLYLGDGHFRQIRUPHQRVDOHUWD
R6LVWHPD1DFLRQDOGH$WHQGLPHQWR6RFLRHGXFDWLYR±6,1$6(±DRVHUHIHULUDRFRQMXQWR
GHUHODo}HVHVVHQFLDOjIRUPDomRGRDGROHVFHQWH
223 Orientações Curriculares das Diversidades Educacionais

³$VUHODo}HVVRFLDLVFXOWXUDLVKLVWyULFDVHFRQ{PLFDVGDVRFLHGDGHHVWDEHOHFL-
GDVGHQWURGHXPGHWHUPLQDGRFRQWH[WRVmRGHFLVLYDVQDFRQVWLWXLomRGDDGROHV-
FrQFLD3RUWDQWRSDUDRSOHQRGHVHQYROYLPHQWRGDVSHVVRDVTXHVHHQFRQWUDP
QHVVDIDVHGDYLGDpHVVHQFLDOTXHVHMDPIRUQHFLGDVFRQGLo}HVVRFLDLVDGHTXD-
GDVjFRQVHFXomRGHWRGRVRVGLUHLWRVDHODVDWULEXtGRV6,1$6(´

2VVXMHLWRVUHODFLRQDGRVjV0HGLGDV6RFLRHGXFDWLYDVVmRDGROHVFHQWHVHMRYHQV98
HP FRQÀLWRV FRP D OHL 6mR LJXDOPHQWH SURGXWRV GD GHVLJXDOGDGH VRFLDO UHÀH[RV GD
FRQFHQWUDomRGHUHQGDQDVPmRVGHPXLWRSRXFRVHSRUWDQWRGDVXSUHVVmRGHGLUHLWRV
destinados a esta outra parte da população privada da liberdade. Ressalte-se que tam-
EpPVmRIUXWRVGDIDOWDGHKDELOLGDGHHRXGDLQFDSDFLGDGHGDVRFLHGDGHFRPRXPWRGR
HPHVSHFLDOGDIDPtOLDHVFRODHPHVPRGR(VWDGRHPHVWDEHOHFHUGLiORJRFRPHVWHV
VXMHLWRV3RGHUtDPRVFLWDUFRPRUHÀH[RLPHGLDWRGDIDOWDGHSROtWLFDVS~EOLFDVSDUDDGR-
OHVFHQWHVRDOWRtQGLFHGHPRUWDOLGDGHHQWUHDGROHVFHQWHVHMRYHQVTXHpPXLWRPDLRU
que o de não-jovens.

'LDQWHGHVVDUHDOLGDGHGHH[FOXVmRHGHYXOQHUDELOLGDGHDTXHHVWmRVXEPHWLGRV
DGROHVFHQWHVHPFRQÀLWRVFRPDOHLR(VWDGRQHFHVVLWDIRUPXODUHDSULPRUDUSROtWLFDV
GHDWHQGLPHQWRVREUHWXGRLQWHJUDGDVDRXWUDVSROtWLFDVVHWRUHVHRXVLVWHPDVWDPEpP
UHVSRQViYHLVSHODJDUDQWLDGHGLUHLWRVjSRSXODomRGHDGROHVFHQWHVHMRYHQVHPFRQÀLWR
FRPDOHL

'HVWDFDPRVQHVWDSHUVSHFWLYDR6LVWHPDGH*DUDQWLDGH'LUHLWRVRTXDOpFRP-
SRVWRSHOR6,1$6(6LVWHPD(GXFDFLRQDO6LVWHPDGH-XVWLoDH6HJXUDQoD3~EOLFD6LV-
WHPDÒQLFRGH6D~GH±686±HR6LVWHPDÒQLFRGH$VVLVWrQFLD6RFLDO±68$626LV-
WHPDGH*DUDQWLDGH'LUHLWRVWUDWDGDVLQWHUIDFHVHQWUHGLIHUHQWHVVLVWHPDVHSROtWLFDVR
TXHLPSOLFDQHFHVVDULDPHQWHDUHVSRQVDELOLGDGHHDo}HVHVSHFt¿FDVGHFDGDXPSRUpP
FRPSOHPHQWDUHV

3DUDWRUQDUFRQFUHWDVHVWDVPHGLGDVLVWRpPDWHULDOL]DUDVSROtWLFDVS~EOLFDVHVR-
FLDLVTXHSRVVLELOLWDPLQFOXLURDGROHVFHQWHHPFRQÀLWRFRPDOHLFDEHDFDGDSDUWHFRPR
MiGHVWDFDPRVFXPSULUVHXSDSHO&RQVLGHUDQGRRTXHFRPSHWHjHGXFDomRDWUDYpVGD
6HGXFJDUDQWLURUHJUHVVRVXFHVVRHDSHUPDQrQFLDGRDGROHVFHQWHHMRYHPQDUHGH
GHHGXFDomRVHMDEiVLFDSUR¿VVLRQDORXVXSHULRU(VWDJDUDQWLDGHLQJUHVVRVXFHVVRH
SHUPDQrQFLDGRVDGROHVFHQWHVQDUHGHIRUPDOGHHQVLQRYLVDDRFXPSULPHQWRGRFDSt-
WXOR,9HPHVSHFLDORVDUWLJRVHGR(VWDWXWRGD&ULDQoDHGR$GROHVFHQWH
– ECA.

1HVWH DVSHFWR HQWHQGHVH D FRPR HVVHQFLDO D RUJDQL]DomR GD RIHUWD FDSD] GH
IDYRUHFHUDo}HVSHGDJyJLFDVFRQVLGHUDQGRWHPSRHVSDoRFXUUtFXORHPHWRGRORJLDGH
DWHQGLPHQWRDRSXEOLFRHPSDXWDEHPFRPRIRUPDomRFRQWLQXDGDDRVSUR¿VVLRQDLVTXH
DWXDPQR6LVWHPD6RFLRHGXFDWLYR

Em relação à preparação do sujeito para o mundo do trabalho, é igualmente im-

SRUWDQWHDVVHJXUDURTXHSUHYrRDUWLJRGR(&$&RPHVWD¿QDOLGDGHHVWDEHOHFHU
98
 $OJXQVDGROHVFHQWHVHPFRQÀLWRFRPD/HLUHFHEHPPHGLGDVPDLVORQJDVGHSHQGHQGRGDLQIUDomR'HVWHPRGR
FXPSUHPSDUWHGD0HGLGDQRLQtFLRGDVXDMXYHQWXGHTXHQmRSRGHVHUVXSHULRUDWUrVDQRVSDUDD/HJLVODomR
6HJXQGRR(VWDWXWRGD&ULDQoDHGR$GROHVFHQWH±(&$±VmRFRQVLGHUDGRVDGROHVFHQWHVSHVVRDVFRPDLGDGH
entre 12 a 18 anos.
Orientações Curriculares das Diversidades Educacionais 224

SDUFHULDVFRPRXWUDV6HFUHWDULDVHRXÏUJmRVTXHOLGDPFRPRWUDEDOKRQRVHQWLGRGH
SURPRYHURGHVHQYROYLPHQWRGHKDELOLGDGHVEiVLFDVQHFHVViULDVjLQFOXVmRGHVWHVVX-
jeitos neste mundo.

3RGHPRVGHVWDFDUDLQGDLPSRUWDQWHVHQHFHVViULDVSDUFHULDVFRPVHFUHWDULDVGH
(VSRUWH&XOWXUDH/D]HUFRPYLVWDVDSURPRYHURFXPSULPHQWRGRVDUWLJRVHGR
(&$SDUDSURSLFLDURDFHVVRGHDGROHVFHQWHVDDWLYLGDGHVHVSRUWLYDVHGHOD]HULQV-
WUXPHQWRHVVHQFLDOjLQFOXVmRVRFLDOGHVWHVVXMHLWRV(QWHQGHVHHVVDVDWLYLGDGHVFRPR
LPSRUWDQWHVjIRUPDomRGHYDORUHVWDLVFRPROLGHUDQoDGLVFLSOLQDFRQ¿DQoDHTXLGDGH
HWQLFRUUDFLDOHJrQHURIXQGDPHQWDLVDRFRQYtYLRGHTXDOTXHUFLGDGmRQDVRFLHGDGHHP
SDUWLFXODUGHVWHS~EOLFR

2XWURDVSHFWRLPSRUWDQWHGDPHVPDPDQHLUDGL]UHVSHLWRjFRQVROLGDomRGHSDU-
FHULDVFRP6HFUHWDULDVGH6D~GHH686HQWUHRXWUDVQRTXHWDQJHDDWHQGHURVDUWLJRV
HGR(&$QRVHQWLGRGHJDUDQWLURDFHVVRGHVVHVDGROHVFHQWHVSDUDHQ-
IUHQWDPHQWRGDVGL¿FXOGDGHVHYXOQHUDELOLGDGHVDTXHHVWmRVXEPHWLGRV7UDWDGHDERU-
GDU TXHVW}HV IXQGDPHQWDLV FRPR DXWRFXLGDGR H DXWRFRQKHFLPHQWR UHODFLRQDPHQWRV
VRFLDLVXVRGHiOFRROHGURJDVSUHYHQomRGHGLVWLQWDVIRUPDVGHYLROrQFLDVHJXUDQoD
DOLPHQWDUFXLGDGRVFRPDIDPtOLDFRPRVD~GHGDPXOKHUGRKRPHPGDFULDQoDHGR
DGROHVFHQWH EXFDO PHQWDO VH[XDO UHSURGXWLYD SUHYHQomR GH WUDWDPHQWR GH GRHQoDV
VH[XDOPHQWHWUDQVPLVVtYHLVLPXQL]DomRGHVHQYROYLPHQWRItVLFRHSVLFRVVRFLDOHDVVLV-
WrQFLDDYtWLPDVGHYLROrQFLDHQWUHRXWURVWDQWRV

2XWUDSDUFHULDLJXDOPHQWHQHFHVViULDpFRPRVyUJmRVUHVSRQViYHLVSHODDVVLVWrQ-
FLDVRFLDOHPHVSHFLDODTXHODVTXHYLVDPjLQFOXVmRGRVDGROHVFHQWHVFRPD¿QDOLGDGH
GHHVWUHLWDUDVUHODo}HVDIHWLYDVHDFHVVRjVSROtWLFDVS~EOLFDVGRQ~FOHRIDPLOLDUDPSOLDU
DFRQFHSomRGHIDPtOLDQmRVyGRSRQWRGHYLVWDGRVODoRVVDQJXtQHRVPDVWDPEpP
HQYROYHQGRSHVVRDVFRPDVTXDLVVHHVWDEHOHFHPYtQFXORVDIHWLYRV

7RGDV DV SDUFHULDV FRQVLGHUDGDV EHP FRPR RXWUDV QmRFLWDGDV HP SDUWLFXODU D
LQWHUIDFHGHFDGDXPDGHODVFRPDHGXFDomRWrPRREMHWLYRGHWUDEDOKDUSDUDDKXPDQL-
]DomRGHFULDQoDVDGROHVFHQWHVMRYHQVHPHVPRDGXOWRVFRPYLVWDVjLQWHJUDomRVRFLDO
de todos.

2 6,1$6( FRQVWLWXL XP PDUFR QDV SROtWLFDV S~EOLFDV QR %UDVLO DR DSUHVHQWDU
DVDo}HVSDUDRDWHQGLPHQWRHDSURPRomRGRDFHVVRjHVFRODUL]DomRHFRQVWUXomR
GRFRQKHFLPHQWRQDVXQLGDGHVVRFLRHGXFDWLYDV&RQVROLGDRGHVHQKRGDVSRVVLEL-
OLGDGHVGHUHDOL]Do}HVTXHSDVVRXSRUPXLWDVPHGLDo}HVLGDVHYLQGDVGLiORJRVH
GLVFXVV}HV

(VWH 6LVWHPD SURS}H Do}HV SULRULWiULDV QDV SROtWLFDV GH JDUDQWLDV UHVSRQViYHLV
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VHHQFRQWUDPFXPSULQGRWDLVPHGLGDV

$R GH¿QLU D HVWUDWpJLD GH DomR SDUD R GHVHQYROYLPHQWR GDV SRWHQFLDOLGDGHV GRV
DGROHVFHQWHVFRQWULEXLSDUDWRUQiORVDJHQWHVGHWUDQVIRUPDomRGDVRFLHGDGHHPTXH
YLYHPSRUIRUoDGRHVWtPXORjFRQ¿DQoDQDFDSDFLGDGHGHDSUHQGHUSDUDHOHYDUGHVWD
forma, sua autoestima.
225 Orientações Curriculares das Diversidades Educacionais

&RQWULEXL WDPEpP SDUD TXH HOHV UHFRQKHoDP D HGXFDomR IRUPDO FRPR XP GRV
LQVWUXPHQWRV GH GHVHQYROYLPHQWR SHVVRDO H VRFLDO IXQGDPHQWDO SDUD VXD UHDOL]DomR
FRPRPHPEURVGHXPDVRFLHGDGHHSURGXWRUHVGHFXOWXUD

Sistema Penitenciário

$SULVmRHPVHXVDVSHFWRVGHSULYDomRGHOLEHUGDGHHGHUHVVRFLDOL]DomRKLV-

WRULFDPHQWHWHPGHL[DGRDGHVHMDUTXDQWRjFDSDFLGDGHSUR¿VVLRQDOGHTXHPDWXDQDV
XQLGDGHVSULVLRQDLV+iXPDJUDQGHGL¿FXOGDGHGHVWHSUR¿VVLRQDOFRQFHEHUDRIHUWDHGX-
FDWLYDHPSULV}HVFRPRLPSRUWDQWHHPHVSHFLDODKXPDQL]DomRGDSHVVRDSULYDGDGH
liberdade.

0XLWDVYH]HVRVSUySULRV¿OKRVGRVWUDEDOKDGRUHVGR6LVWHPDQmRWrPDFHVVRj
HGXFDomRHjHVFRODHHVVHIDWRDPSOLDR³SRVVtYHO´PDOHQWHQGLGReFRPVLWXDo}HV
FRPRHVVDVTXHR(VWDGRWHPVHGHSDUDGRHFRPDVTXDLVSUHWHQGHVXSHUDUDSDUWLUGD
&RQVWUXomRGR3ODQRSDUDR6LVWHPD3HQLWHQFLiULR

$VRFLHGDGHWDPEpPQmRFRPSUHHQGHTXHRVXMHLWRSULYDGRGHOLEHUGDGHVHMDSUR-
GXWRGDLQLTXLGDGHHGDVLQMXVWLoDVIRUMDGDVSRUHODSUySULD(QWUHRVIDWRUHVTXHSURPR-
YHP DV GHVLJXDOGDGHV SRGHPRV FLWDU D H[SORUDomR GRV WUDEDOKDGRUHV H FRQGLo}HV GH
WUDEDOKRDTXHVHVXEPHWHPHVmRVXEPHWLGRVHRXWURVQHFHVViULRVjPDQXWHQomRGD
RUGHP$VVLPFRPRQmRHQWHQGHRVPRWLYRVSHORVTXDLVHVWHVVXMHLWRVWrPGHWHUPLQDGRV
GLUHLWRVHQWUHRVTXDLVjHGXFDomR

$SULVmRpQHVWDFRQFHSomRHQWHQGLGDFRPRXPOXJDUUXLPHSDUDVHUUXLP1R
LPDJLQiULR VRFLDO R VXMHLWR UHFOXVR QmR GHYH FRQYLYHU FRP QHQKXPD PDQLIHVWDomR GH
KXPDQLGDGH 1mR WHP GLUHLWR D QDGD PDLV GR TXH ³SDJDU SHOR FULPH´ FRPHWLGR ¬ VR-
FLHGDGH DR PHQRV SDUWH GHOD QmR LQWHUHVVD HQWHQGHU DV FDXVDV TXH OHYDUDP DOJXQV
VXMHLWRVjFRQGLomRGHSULYDomRGDOLEHUGDGH6RERULVFRGHVHUHFRQKHFHUWDOYH]PXLWR
responsável.

1DSUiWLFDRSUHVtGLRGXUDQWHORQJRWHPSRIRLH[FOXVLYDPHQWHORFDORQGHRGH-
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"

(PJHUDOQmRVHFRPSUHHQGHDHGXFDomRFRPRLQVWUXPHQWRFDSD]GHWUDQVIRUPDU
RSUHVRHDVXDUHDOLGDGH7DOFRQFHSomRQmRUDURWDPEpPpPXLWDVYH]HVDFRQFHS-
omRGDSUySULDIDPtOLDGRGHWHQWR'HPDQHLUDTXHDHGXFDomRpHPPXLWRVFDVRVR
~QLFRHVSDoRRQGHHVWHVXMHLWRUHFHEHDOJXPDVSRXFDVGHPRQVWUDo}HVGHDIHWRFRQWUL-
buindo para essa transformação.

eQHFHVViULRTXHDRIHUWDVHMDFDSD]GHIDYRUHFHUDPHOKRULDGDFRQGLomRGHYLGD
GDVSHVVRDVSULYDGDVGHOLEHUGDGHHOKHVRIHUHFHUDOpPGDIRUPDomREiVLFDFRQFRPL-
WDQWHPHQWHXPDIRUPDomRSUR¿VVLRQDOHRXSDUDRPXQGRGRWUDEDOKR

$VSRXFDVH[SHULrQFLDVFRPDHGXFDomRQR6LVWHPD3HQLWHQFLiULRWrPGHPRQVWUD-
GRTXDQGRHVWDVHGiHPFRQGLo}HVIDYRUiYHLVLVWRpTXDQGRRVVXMHLWRVUHVSRQViYHLV
SHODHGXFDomRGHVVDVSHVVRDVHQWHQGHPDLPSRUWkQFLDWDQWRGDHVFRODUL]DomRTXDQWR
GRWUDWDPHQWRKXPDQL]DQWHTXHWHPRVUHJLVWUDGRJDQKRVVLJQL¿FDWLYRV

,VWRSRVVLELOLWDDRVXMHLWRUHFOXVRYROWDUjVRFLHGDGHQmRVyKXPDQL]DGREHPFRPR
99
 (QWHQGHPRVTXHWRGRVQyVGDVRFLHGDGHVRPRVDJHQWHVUHVSRQViYHLVSHODH[HFXomRSHQDOQRHQWDQWRQRWH[WR
HVWDPRVFRQVLGHUDQGRDIRUPDomRGDTXHOHTXHGLUHWDPHQWHHVWiHPFRQWDWRFRPRSUHVRDJHQWHVSURIHVVRUHV
GLUHWRUHVRULHQWDGRUHVHRXWURV(VWDH[HFXomRpUHJLGDSHOD/HLGH([HFXomR3HQDO±/(3±/HLQž
(QWHQGHVHD([HFXomR3HQDOFRPRRFXPSULPHQWRLQWHJUDOGLVSRVWRQDVHQWHQoDHDUHLQVHUomRVRFLDOGRFRQGH-
nado (MIRABETE, 1997).
227 Orientações Curriculares das Diversidades Educacionais

HPFRQGLo}HVGHFRPSHWLUSRUSRVWRVQRPHUFDGRGHWUDEDOKR6LWXDomRFRPSURYDGD-
PHQWHUHVSRQViYHOSHODUHFOXVmRGHSDUWHVLJQL¿FDWLYDGDVSHVVRDVTXHVHHQFRQWUDP
QHVWDFRQGLomRGHSULYDomR1HVWDSHUVSHFWLYDVHDSRVWDQD$UWLFXODomRHQWUH(GXFDomR
HD(FRQRPLD6ROLGiULDFRPRPDQHLUDGHIDYRUHFHUDSHVVRDSUHVDVHRUJDQL]DUGHIRU-
ma autogestionada100SDUDSURGX]LUVXDH[LVWrQFLDRXPHOKRUDVXDLQVHUomRQRPXQGR
do trabalho101'HQWURRXIRUDGDVXQLGDGHVGXUDQWHHDSyVVXDGHWHQomR(VWDVLWXDomR
UHIRUoDDLPSRUWkQFLDGHVHLQFOXLUD(FRQRPLD6ROLGiULDQHVWDVRULHQWDo}HVFXUULFXODUHV
GD(-$DVVLPFRPRSDUDD(GXFDomRQDV3ULV}HV$RYROWDUjVRFLHGDGHR6LVWHPD3H-
QLWHQFLiULRWDPEpPGHYHJDUDQWLUDFRQWLQXLGDGHGRVHVWXGRVDRVVHXVHJUHVVRV

$(GXFDomRGH-RYHQVH$GXOWRVQR6LVWHPD3HQLWHQFLiULRSUHFLVDVHUFDUDFWHUL]D-
GDSRUQRUPDVHSURFHGLPHQWRVSUySULRV3RULVVRDQHFHVVLGDGHGDLPSOHPHQWDomRGH
XPD3ROtWLFDGH(GXFDomRGH-RYHQVH$GXOWRVSDUDRQRVVR(VWDGRFDSD]GHRULHQWDUH
QRUPDWL]DUDDomRHGXFDWLYDHPUHODomRDRVSULQFtSLRVHREMHWLYRVDGHTXDGRVDR6LVWH-
PD3HQLWHQFLiULR

1HVWDSHUVSHFWLYDD6HGXF07HVWiHODERUDQGRHPFRQMXQWRFRPWRGRVRVDWRUHV
HQYROYLGRVSDUDHVWDRIHUWDHGXFDWLYDDFRQVWUXomRGHXP3ODQRSDUDR6LVWHPD3HQL-
WHQFLiULRFXMDYHUVmRSUHOLPLQDUGHYHVHU¿QDOL]DGDHVXEPHWLGDDDQiOLVHGHVWHVDWRUHV
DVVLPFRPRIRUDPFRQVWUXtGDVHVWDV2ULHQWDo}HV

)DWR TXH DPSOLD D LPSRUWkQFLD GH OHLWXUD GD UHDOLGDGH SDUD IRUWDOHFrOD H DVVLP
WUDQVIRUPiOD HP Do}HV FRQFUHWDV 5HVSHLWDQGR RV DWRUHV HQYROYLGRV HP WRGD D VXD
HVSHFL¿FLGDGHFRPDSURPRomRGHSURFHGLPHQWRVTXHIDYRUHoDPDDXWRQRPLDHDFRP-
SHWrQFLDGHVWHVVXMHLWRV

(VWH SODQR HVWi SHQVDGR SDUD IDYRUHFHU D PHOKRULD GD TXDOLGDGH GH YLGD GHVWHV
DOXQRVGD(-$TXHVHHQFRQWUDPGHWLGRVeFRQGLomRLPSRUWDQWHjUHGXomRGRVtQGLFHV
GHUHLQFLGrQFLDTXHDLQGDVmRDOWRV

$SURSRVWDFRPSUHHQGHDo}HVTXHSRVVLELOLWHPDLQVHUomRQDVRFLHGDGHGHVVH
S~EOLFRTXHWHPVLGRLQYLVLELOL]DGRHH[FOXtGRGRGLUHLWRjHGXFDomRVD~GHHPSUHJR
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TXDOTXHUVHHQFRQWUDQHVWDVLWXDomRSULYDGRGDOLEHUGDGHPXLWDVYH]HVSRUIDOWDGH
opção.

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RQGHSURS}HDo}HVTXHFRQWULEXDPFRPRSURFHVVRGHUHVVRFLDOL]DomRGRSUHVRHGR
egresso.

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SANTOS, Boaventura de Sousa. Conhecimento prudente para uma vida decente.

São Paulo: Cortez, 2004.

___________. A crítica da razão indolenteFRQWUDRGHVSHUGtFLRGDH[SHULrQFLD6mR

Paulo: Cortez, 2000.

SAVIANI, D. O trabalho como princípio educativo frente às novas tecnologias. In:

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GDGHVGHIRUPDomRGR3URJUDPD1DFLRQDOGH)RUPDomRGH)RUPDGRUHVH&DSDFLWDomR
de Conselheiros. São Paulo: Ed. Autor, 1998.

SECRETARIA DE EDUCAÇÃO MÉDIA E TECNOLÓGICA/MEC. Parâmetros Curricula-

res Nacionais (Ensino Médio). Brasília: MEC/SEMTEC, 1999.
239 Orientações Curriculares das Diversidades Educacionais

SECRETARIA DE EDUCAÇÃO FUNDAMENTAL / MEC. Parâmetros Curriculares Na-

cionais (Ensino Fundamental). Brasília: MEC, 1997.

SILVA, Tomaz Tadeu. Teoria educacional crítica em tempos pós-modernos. Porto

$OHJUH$UWHV0pGLFDV

___________. Documentos de identidadeXPDLQWURGXomRjVWHRULDVGRFXUUtFXOR%HOR

+RUL]RQWH$XWrQWLFD

SINGER, Paul. Introdução à economia solidária6mR3DXOR3HUFHX$EUDPR

SINGER, Paul. “A Economia Solidária como ato pedagógico”. In: KRUPPA, Sonia M.
3RUWHOOD(FRQRPLD6ROLGiULDH(GXFDomRGH-RYHQVH$GXOWRV,QHS0(&%UDVtOLD')
2005.

SOUZA, Ana Inês; MARCHI, Lourdes e MACHADO, Maria Izabel O Trabalho no Capi-
talismo: Alienação e Desumanização.&DGHUQRQ~PHURGDVpULH³+LVWyULD6RFLDOGR
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TIRIBA, Lia; “Economia popular e produção de uma nova cultura do trabalho”. In

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culo.3HWUySOLV5-9R]HV

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9<*276.< / 6 A formação social da mente. São Paulo: Martins Fontes 1999.
__________. 3HQVDPHQWRHOLQJXDJHP. São Paulo: Martins Fontes, 1991.
241 Orientações Curriculares das Diversidades Educacionais

ORIENTAÇÕES CURRICULARES PARA A

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243 Orientações Curriculares das Diversidades Educacionais

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245 Orientações Curriculares das Diversidades Educacionais

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Orientações Curriculares das Diversidades Educacionais 246

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midos nos seguintes objetivos gerais:

108
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nas do Brasil, (Cuiabá, novembro 1997); Curso de formação de professores indígenas nos quatro polos regionais
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2005).
Orientações Curriculares das Diversidades Educacionais 248

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para promover a formação individual e grupal dos seus membros. A escola é uma dessas
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nência de todos os estudantes em uma escola democrática de qualidade e construtiva da
cidadania(VFRODFLFODGDGH07SiJ
Orientações Curriculares das Diversidades Educacionais 250

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aprender.

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estudante.

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EIXOS TEMÁTICOS

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seminários e outros eventos realizados no Estado nos últimos anos. De um modo geral,
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a) Diversidade Étnica e Cultural

 $WXDOPHQWHYLYHPHPWHUULWyULRPDWRJURVVHQVHGH]HQDVGHVRFLHGDGHVLQGtJH-
nas e muitos outros grupos e pessoas oriundas de diversos estados e países. A
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Orientações Curriculares das Diversidades Educacionais 252

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b) Planeta Terra, Ambiente e Biodiversidade

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c) Terras Indígenas, Organizações e Direitos Indígenas

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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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d) Segurança Alimentar, Trabalho e Auto-Sustentação.

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e) Educação para Saúde

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253 Orientações Curriculares das Diversidades Educacionais

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f) Ética, Justiça, Solidariedade e Paz

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Orientações Curriculares das Diversidades Educacionais 254

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FRPDVHJXLQWHQRPHQFODWXUDD/LQJXDJHP&yGLJRVHVXDV7HFQRORJLDVE&LrQFLDV
+XPDQDVHVXDV7HFQRORJLDVF&LrQFLDVGD1DWXUH]D0DWHPiWLFDHVXDV7HFQROR-
gias.

Linguagens

$OLQJXDJHPYHUEDORUDOpXPDFDUDFWHUtVWLFDXQLYHUVDOGDHVSpFLHKXPDQD7RGRV
RVSRYRVHWRGDVDVFXOWXUDVXWLOL]DPDOtQJXDSDODYUDVHGLVFXUVRSDUDH[SUHVVDUVHXV
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HQVLQDPHDSUHQGHPVXDVKLVWyULDVPLWRVFkQWLFRVHGHPDLVH[SUHVV}HVFXOWXUDLVe
SRUHODWDPEpPTXHDVSHVVRDVSURFXUDPVHFRPXQLFDUFRPDVHQWLGDGHVVDJUDGDVRX
sobrenaturais.
“A capacidade de usar a linguagem se concretiza nas milhares de línguas utili-
]DGDVSHODVVRFLHGDGHVKXPDQDV(DVHVFRODVLQGtJHQDVVmRRVHVSDoRVRQGH
algumas dessas diferentes línguas estão, hoje, presentes, ou poderão, no futuro,
se encontrar´5&1(,VSiJ

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PDo}HVHQRVFRPXQLFDGRVSRUGLIHUHQWHVIRUPDVFDUWDVHPDLOVMRUQDLVUHYLVWDVHWF
e LPSRUWDQWH TXH DV HVFRODV LQGtJHQDV GHHP DWHQomR HVSHFLDO jV QRYDV WHFQRORJLDV
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FRPSXWDGRUHDLQWHUQHW

Os alunos deverão ser capazes de:

 &RQKHFHUHYDORUL]DUDVH[SUHVV}HVDUWtVWLFDVGDVXDFXOWXUDFRPSUHHQGHQGR-
DVFRPRXPGRVDVSHFWRVIRUPDGRUHVGDLGHQWLGDGHpWQLFD

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LPDJLQDomR GD SHUFHSomR H GR ID]HU H TXH SHUPLWH DPSOLDU D GLPHQVmR GD
255 Orientações Curriculares das Diversidades Educacionais

UHDOLGDGHFRWLGLDQDSDVVDQGRDWHUXPDSDUWLFLSDomRPDLVDWLYDQRVSURFHVVRV
FXOWXUDLVHPHVSHFLDORVFULDWLYRVQHFHVViULRVjFRQVWUXomRGHRXWURVFRQKHFL-
mentos;

 'HVHQYROYHUKDELOLGDGHVHFDSDFLGDGHVLQGLYLGXDLVHPUHODomRjVGLIHUHQWHVPR-
GDOLGDGHVDUWtVWLFDVWDLVFRPRP~VLFDDUWHVYLVXDLVWHDWURHRXWUDV

 &RQKHFHU DV IRUPDV GH DUWH H[LVWHQWHV HP RXWURV SRYRV FRPSUHHQGHQGR SRU
LQWHUPpGLRGHODVDTXHVWmRGDGLYHUVLGDGHFXOWXUDO

 &RPSUHHQGHUDLPSRUWkQFLDGDSURGXomRDUWtVWLFDGHVXDVRFLHGDGHQRFRQWH[WR
universal da arte;

 (QWHQGHUTXHRGHVHPSHQKRItVLFRQmRDFRQWHFHVyQDHVFRODPDVHVWiSUHVHQ-
WHHPGLYHUVDVDWLYLGDGHVULWXDLVHFRWLGLDQD

 'LIHUHQFLDURVHOHPHQWRVGDFXOWXUDFRUSRUDOLQGtJHQDTXHSUHFLVDPGDHVFROD
SDUDVHUWUDQVPLWLGRVHRVTXHQmRSUHFLVDP

 &RPSUHHQGHURVVLJQL¿FDGRVFXOWXUDLVGHDWLYLGDGHVItVLFDVWUDGLFLRQDLVGHVXD
FXOWXUDTXHHVWDYDP³HVTXHFLGDV´YDORUL]iODVHQWHQGHUSRUTXHQmRHVWDYDP
PDLV VHQGR SUDWLFDGDV H GHVHQYROYHU WUDEDOKRV GH SHVTXLVD TXH OHYHP j VXD
revitalização.

Ciências Humanas e Sociais

$iUHDGH&LrQFLDV+XPDQDVH6RFLDLVWHPFRPRSRQWRGHSDUWLGDDUHDOLGDGHFRQ-
FUHWDGHFDGDFRPXQLGDGHHGXFDWLYDeFRPSRVWDSHORVFDPSRVGD+LVWyULDH*HRJUD¿D
DOpPGD$QWURSRORJLD3ROtWLFD6RFLRORJLDH)LORVR¿D

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TXHPDQWpPFRPDVXDFRPXQLGDGHFRPRXWURVSRYRVLQGtJHQDVHFRPDVRFLHGDGH
HPJHUDO$DERUGDJHPGHVVDiUHDGRFRQKHFLPHQWRGHYHVHUFUtWLFDHUHÀH[LYDHFRQ-
VLGHUDURSHUFXUVRKLVWyULFRGHFDGDSRYRVXDVUHODo}HVFRPR(VWDGR1DFLRQDOHFRP
DVGLYHUVDVSROtWLFDVS~EOLFDVSRUHOHLPSOHPHQWDGDVVD~GHIXQGLiULDHGXFDomRHWF

1RFDPSRGD+LVWyULDGHYHUiVHUHPSUHHQGLGRHVIRUoRSDUDUHODFLRQDU DKLVWyULD
RUDOHDVQDUUDWLYDVFXOWXUDLVWUDGLFLRQDLVFRPDVIRQWHVGDKLVWyULDR¿FLDO1HVVHVHQWLGR
FDGDSRYRRXFRPXQLGDGHSRGHUiWHUVHXSUySULRHQWHQGLPHQWRGHVVHSURFHVVRGHVFD-
UDFWHUL]DQGRDVVLPDLGHLDGHµtQGLRJHQpULFR¶WmRPDFLoDPHQWHLQFXOFDGDQDOLWHUDWXUD
HVFRODUEUDVLOHLUD

1DSHUVSHFWLYDGD*HRJUD¿DVHUiRSRUWXQRDSURIXQGDUDUHÀH[mRDFHUFDGDVUHOD-
o}HVTXHRVJUXSRVVRFLDLVHVWDEHOHFHPHQWUHVLHFRPRPHLRHPTXHKDELWDP3RULVVR
RVFRQWH~GRVHVFRODUHVGHYHUmRFRQWHPSODUDVGLYHUVDVSHUVSHFWLYDVGRVPHPEURVGD
FRPXQLGDGHHVSHFLDOPHQWHDTXHVHUHIHUHjVQRo}HVGHHVSDoRItVLFRWHUULWyULRLQGtJH-
QDUHODo}HVVRFLDLVHHFRQ{PLFDVGHkPELWRGRPpVWLFRGDDOGHLDGRSRYRGRSDtVH
LQFOXVLYHGDVUHODo}HVLQWHUQDFLRQDLV&RQWH~GRVFRPRKLGURJUD¿DUHOHYRFOLPDYHJH-
WDomRRUJDQL]DomRLQWHUQDSDSHOGDVOLGHUDQoDVUHODo}HVFRPRHQWRUQRUHJLRQDOHWF
Orientações Curriculares das Diversidades Educacionais 256

GHYHUmRVLWXDURHVWXGDQWHQRVHXFRQWH[WRFRQFUHWRHVXVFLWDUjUHÀH[mRWDLVUHDOLGDGHV
7HPDVFRPRSROXLomRGRVULRVGHVPDWDPHQWRGLPLQXLomRGRVUHFXUVRVQDWXUDLVDOWH-
UDo}HVFOLPiWLFDVHWFGHYHUmRWHUFRPRUHIHUrQFLDRFRQWH[WRORFDOUHJLRQDOQDFLRQDOH
mundial.

$RFRQKHFHURVHXSHUFXUVRKLVWyULFRHRFRQWH[WRFRQFUHWRHPTXHYLYHRHVWXGDQ-
WHSRGHUiSDUWLFLSDUFULWLFDPHQWHQDFRQFHSomRHH[HFXomRGHLQLFLDWLYDVVRFLRHFRQ{PL-
FRVDXWRVVXVWHQWiYHLVHFRQYHUJHQWHVFRPRVLQWHUHVVHVGDVXDFRPXQLGDGH

Os educandos devem estar aptos a:

 ,GHQWL¿FDUDVFDUDFWHUtVWLFDVGRPRGRGHYLGDGRVHXSRYR

 5HFRQKHFHUPDUFDGRUHVHPHGLGDVGHWHPSRVXWLOL]DGRVSRUVXDFRPXQLGDGHH
VXDVGLIHUHQoDVHVHPHOKDQoDVFRPRVXWLOL]DGRVSRURXWURVSRYRV

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SROtWLFRVHWHUULWRULDLV

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SRYRVLQGtJHQDV(VWDGRHVRFLHGDGHQR%UDVLO

 &RQKHFHUHH[HUFHURVGLUHLWRVWHUULWRULDLVHSROtWLFRVJDUDQWLGRVSHODOHJLVODomR
aos povos indígenas;

 ([SRULGHLDVHDUJXPHQWDUFRPFODUH]DUHVSHLWDQGRRVGLIHUHQWHVSRQWRVGHYLV-
WDVREUHDVVXQWRVGHLQWHUHVVHLQGLYLGXDOHFROHWLYR

 5HFRQKHFHUHRUJDQL]DUFRQKHFLPHQWRVVREUHRVHXHVSDoRJHRJUi¿FR

 3UREOHPDWL]DUHDSURIXQGDURFRQKHFLPHQWRVREUHRHVSDoRJHRJUi¿FRGHPRGR
a torná-lo instrumento para a ação, tendo em vista a melhoria da qualidade de
vida de seu povo;

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FRQVWUXLQGRDOLQJXDJHPFDUWRJUi¿FDGHFDGDSRYR

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GHVHQYROYHQGRDWLWXGHVGHFRPSURPLVVRHUHVSRQVDELOLGDGHVRFLDOHLQGLYLGXDO

 5HFRQKHFHURVVDEHUHVJHRJUi¿FRVGRVHXSRYRFRPRWDPEpPRGHRXWURVSR-
YRVHUHVSHLWDUDGLYHUVLGDGHpWQLFDHFXOWXUDOGDVRFLHGDGH

 &RPSUHHQGHUDVUHODo}HVTXHRVSRYRVLQGtJHQDVHVWDEHOHFHPHQWUHVLHFRP
DQDWXUH]DHGHVHQYROYHUDWLWXGHVSRVLWLYDVFRPUHODomRjSUHVHUYDomRGRVHX
WHUULWyULR

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FLHGDGHQDFLRQDOHVSHFLDOPHQWHDGRVHXHQWRUQR
257 Orientações Curriculares das Diversidades Educacionais

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pFRQFHELGRQDFRVPRORJLDGHVHXSRYRGHRXWURVSRYRV

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YLYLGRVSRUVHXSRYR3DUDWDQWREXVFDULQIRUPDo}HVHPGLIHUHQWHVIRQWHVRV
PDLVYHOKRVOLYURVDUTXLYRVKLVWyULFRVDVVHVVRUHVWpFQLFRVYtGHRVHWFHFR-
ORFiODVjGLVSRVLomRGDVXDFRPXQLGDGH

- )RUPXODUMXt]RFUtWLFRVREUHDKLVWyULDDWXDOYLYHQFLDGDSHODVRFLHGDGHLQGtJHQD

 $PSOLDUVXDFRPSUHHQVmRFUtWLFDGDUHDOLGDGHHDFDSDFLGDGHGHDWXDomRVREUHHOD

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TXHRFRUUHPjVXDYROWD

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OLRVGHVHQYROYLGRVHHPSUHJDGRVSHODVXDFRPXQLGDGH

 (PSUHJDURVFRQKHFLPHQWRVREWLGRVSDUDPHOKRUDUDTXDOLGDGHGHYLGDHPVXD
FRPXQLGDGH

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SROtWLFDGHVHXSRYR

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V}HVHQ¿PVHUXPVXMHLWRKLVWyULFRFRQVFLHQWHHSDUWLFLSDQWH

Ciências da Natureza e Matemática

$ iUHD GH &LrQFLDV GD 1DWXUH]D H 0DWHPiWLFD SURFXUD GHVHQYROYHU R UDFLRFtQLR

OyJLFRHRVFRQKHFLPHQWRVSURGX]LGRVQDVUHODo}HVHQWUHDVVRFLHGDGHVHGHVWDVFRP
a natureza.

3DUDWDQWRRVSURMHWRVSHGDJyJLFRVGHYHUmRWHUFRPRSRQWRGHSDUWLGDRHQWHQ-
GLPHQWRTXHWRGDVDVVRFLHGDGHVPDQWrPFRPDQDWXUH]DXPDHVWUHLWDUHODomRGHLQ-
WHUGHSHQGrQFLD6mRDVGLIHUHQWHVIRUPDVGHDSURYHLWDPHQWRHXWLOL]DomRGRVUHFXUVRV
QDWXUDLV H DV GLIHUHQWHV IRUPDV GH RUJDQL]DomR VRFLDO TXH GH¿QHP D UHODomR HQWUH D
QDWXUH]DHDVVRFLHGDGHV

2V FRQWH~GRV FXUULFXODUHV GD iUHD GH &LrQFLDV GD 1DWXUH]D H 0DWHPiWLFD WrP
FRPRHL[RFHQWUDODFRQVWUXomRGRFRQKHFLPHQWRGHQWUHHOHVRFLHQWt¿FRFRPRIUXWR
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FLHQWt¿FRWHFQROyJLFRHWFVHPGHVFRQVLGHUDURVFRQKHFLPHQWRVSUySULRVGDFRPXQL-
GDGHHVXDFRQFHSomRGHYLGDHGHXQLYHUVR7HPDVFRPRDSURGXomRHGLVWULEXLomRGH
Orientações Curriculares das Diversidades Educacionais 258

DOLPHQWRVYHVWXiULRHPRUDGLDQmRSRGHUmRVHUWUDWDGRVVHPFRQVLGHUDUDVSHUFHSo}HV
VLPEyOLFDVHFRVPROyJLFDVGHFDGDSRYRRTXHVXS}HXPDDERUGDJHPGLQkPLFDTXH
LQFRUSRUDDVWUDQVIRUPDo}HVUHVXOWDQWHVGRFRQYtYLRLQWHUFXOWXUDOGHVRFLHGDGHVLQGtJH-
QDVHQmRLQGtJHQDV2VGHVD¿RVDWXDLVSUHFLVDPVHUWUDWDGRVWHQGRSRUEDVHRVFRQKH-
FLPHQWRVLQGtJHQDVGDVRXWUDVFXOWXUDVHGHVXDVUHVSHFWLYDV³FLrQFLDV´/LFHQFLDWXUD
Indígena, pág. 53).

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YH]HVH[LVWHQWHQRFDPSRGDELRORJLDItVLFDTXtPLFDRXPDWHPiWLFDHSHUFHEHURVIH-
Q{PHQRVQDWXUDLVHRVFRQKHFLPHQWRVFXOWXUDLVFRPRXPDXQLGDGHTXHDEDUFDGLYHUVDV
SHUVSHFWLYDVHVXS}HDXWLOL]DomRGHGLIHUHQWHVLQVWUXPHQWRVSDUDDVXDDQiOLVH

Os educandos devem estar aptos a:

 &RQKHFHUHYDORUL]DUDVIRUPDVSUySULDVGHPHGLUHFRQWDUFRPSUHHQGHQGRDV
FRPRXPGRVDVSHFWRVGHHQVLQRDSUHQGL]DJHPGRVHXSRYR

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 ,GHQWL¿FDUHUHFRQKHFHURVFiOFXORVPDWHPiWLFRVGRVHXSRYR

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 5HFRQKHFHUHYDORUL]DURVPDUFDGRUHVHPHGLGDVGHWHPSRVXWLOL]DGRVSRUVHX
povo e traçar suas semelhanças e respeitando as diferenças das de outros povos;

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FDVHWF

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LQIkQFLDSXEHUGDGHMXYHQWXGHPDWXULGDGHHYHOKLFHGHQWUHRXWUDV

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GRVDWRUHVVRFLDLVSROtWLFRVFXOWXUDLVHWFGRVHXSRYR

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SHUWHQFLPHQWRHWFSRUPHLRGHUHSUHVHQWDo}HVPDWHPiWLFDV

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RVPHVPRVQDGLPHQVmRORFDOUHJLRQDOHSODQHWiULD

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259 Orientações Curriculares das Diversidades Educacionais

 7HU UHÀH[mR FUtWLFDVREUH PDWHULDLV WUD]LGRV GDVFLGDGHV H TXH VH WRUQDP OL[R
SROXHQWHVRXWy[LFRV

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de vida e hábitos;

 &RQFHLWXDUKiELWRVVDXGiYHLVHLGHQWL¿FiORVFRPRIRUPDLPSUHVFLQGtYHOSDUDVH
ter uma boa saúde;

 5HFRQKHFHUHYDORUL]DUDVIRUPDVHDVFRQVWUXo}HVDUTXLWHW{QLFDVGRVHXSRYR

 ,GHQWL¿FDURVPDUFDGRUHVGHWHPSRGDVXDFXOWXUD

 'LIHUHQFLDUHLGHQWL¿FDUDVGLIHUHQWHVIRUPDVJHRPpWULFDV

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URPDQRVHWF

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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;

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IRUPDVGDFRPXQLGDGHGHIHQGrORVHXWLOL]iORVGHIRUPDVXVWHQWiYHO

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FRPFDGDSRYRHVREUHRVULVFRVGHFRUUHQWHVGRVHXHYHQWXDOGHVDSDUHFLPHQ-
to;

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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-
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VHUGHVHQYROYLGDHPWUrVPRPHQWRVFKDYHVGRSHUtRGRHVFRODU

a) Avaliação DiagnósticaeDDYDOLDomRLQLFLDOGHXPDGHWHUPLQDGDUHODomRGHHQ-
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b) Avaliação Contínua$DYDOLDomRLQLFLDOGHVHQFDGHDUiSURFHVVRVGHDSUHQGL]D-
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c) Avaliação FinaleXPPRPHQWRLPSRUWDQWHGHDYDOLDomRTXHRFRUUHQR¿QDOGH
XPSHUtRGRHVWDEHOHFLGRFLFORDQRVHPHVWUHPrVPyGXORWHPDDXODHWF
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261 Orientações Curriculares das Diversidades Educacionais

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FRQFHLWRVRXRXWUDVLQGLFDo}HVGHDSUHQGL]DGR

$ DYDOLDomR WDO FRPR SURSRVWD DFLPD p XP YDOLRVR LQVWUXPHQWR GR SURIHVVRU H
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sor os elementos fundamentais para a realização do seu planejamento, pois revela as
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GHVHMRVHH[SHFWDWLYDV

$RORQJRGHWRGRRDQROHWLYRDDYDOLDomRRIHUHFHRVGDGRVSDUDTXHRSURIHVVRU
SRVVD DJLU FRPR XP RULHQWDGRU VHPSUH DWHQWR SDUD TXH WRGRV FRQVLJDP DOFDQoDU DV
PHWDVHVSHUDGDV3DUDLVVRRSURIHVVRUSUHFLVDWHUDVHQVLELOLGDGHGHSX[DUSHODPmRRV
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SDUDFDPLQKDUXQLGRHPEXVFDGRREMHWLYRDOPHMDGR

&RPRYLPRVRSURFHVVRGHDYDOLDomRFRPHoDORJRQRLQtFLRGDVDWLYLGDGHVHVFR-
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REMHWRGHDYDOLDomRLQGLYLGXDOHFROHWLYDGRVHVWXGDQWHVHPTXDOTXHUFLFORGHIRUPDomR

a) As produções individuais e coletivas.

$SURGXomRRUDOHVFULWDSLFWRJUi¿FDQXPpULFDHRXGUDPiWLFDSRVVLELOLWDRXVRGH
GLIHUHQWHVFyGLJRVHOLQJXDJHQVHH[SUHVVDGLIHUHQWHVDSUHQGL]DGRV3DUDDYDOLDUHVVHV
FRQWH~GRVSRGHPVHUXWLOL]DGDVGLYHUVDVLQLFLDWLYDVFRPRGHEDWHVHQWUHYLVWDVDQiOLVH
GDVSURGXo}HVDRORQJRGRDQRHUHVROXomRGHTXHVW}HVHSUREOHPDV

As atividades que os estudantes desenvolvem ao longo do ano, de forma individual

RXFROHWLYDHVFUHYHQGRHGHVHQKDQGRFRQWDQGRKLVWyULDVHWFVHUYHPSDUDRSURIHVVRU
DQDOLVDU R SURFHVVR HGXFDWLYR PRVWUDQGR RV DYDQoRV H RV SUREOHPDV H LQGLFDQGR DV
PXGDQoDVQHFHVViULDVSDUDPHOKRUDUDLQGDPDLVDVUHODo}HVGRHQVLQDUHDSUHQGHU

b) Registros contínuos

2SURIHVVRUGHYHREVHUYDURVHVWXGDQWHVGXUDQWHDVDWLYLGDGHVGRGLDDGLDFR-
QKHFHUHDQDOLVDURGHVHPSHQKRLQGLYLGXDOHJUXSDOHSHUFHEHURVDYDQoRVHDVGL¿FXO-
GDGHV7RGRHVVHDFRPSDQKDPHQWRSUHFLVDVHUUHJLVWUDGRQRVHXGLiULRGHFODVVHRX
FDGHUQRVGHFDPSRUHODWyULRVRX¿FKDVLQGLYLGXDLV

(VVHV LQVWUXPHQWRV IDFLOLWDUmR D DQiOLVH H DFRPSDQKDPHQWR GR GHVHPSHQKR GH

FDGDHVWXGDQWHHVHUmRIXQGDPHQWDLVQDLGHQWL¿FDomRGRVDYDQoRV DOFDQoDGRVHGDV
GL¿FXOGDGHVHQFRQWUDGDV
Orientações Curriculares das Diversidades Educacionais 262

c) Autoavaliação do estudante e do professor

eLPSRUWDQWHTXHDOXQRVHSURIHVVRUHVWHQKDPRSRUWXQLGDGHVUHJXODUHVSDUDUHÀH-
WLUVREUHDVXDDWXDomR$RHVWDEHOHFHUHPXPGHWHUPLQDGRSHUtRGRGHWHPSRXPPrV
SRUH[HPSORHDYDOLDUHPRTXHQHOHRFRUUHXVHUiSRVVtYHOSHUFHEHUFRPPDLRUSUHFLVmR
RVDVSHFWRVSRVLWLYRVHRVSUREOHPDVYHUL¿FDGRV'HVVDIRUPDSRGHUmRVXJHULUPXWX-
DPHQWHPHGLGDVTXHYHQKDPDVXSHUDUDVGL¿FXOGDGHVHDYDQoDUDLQGDPDLVQRVHX
desempenho.

d) Confecção de pastas individuais.

As pastas individuais possibilitam ao professor reunir e arquivar os trabalhos mais

LPSRUWDQWHVUHDOL]DGRVLQGLYLGXDOPHQWHHSHORVJUXSRV$UHXQLmRGHVVDVSURGXo}HVSR-
GHUi DX[LOLiOR QD DYDOLDomR GDV FDSDFLGDGHV SUREOHPDV H UHVXOWDGRV DOFDQoDGRV DR
longo do ano.

$RFRQFOXLUXPGHWHUPLQDGRSHUtRGRGHHVWXGRVFLFORDQRRXVHPHVWUHRSURIHV-

VRUSRGHUiDYDOLDUFRPEDVHQDVSURGXo}HVREWLGDVFRPRHVWiRFRUUHQGRDHYROXomR
GRSURFHVVRGHDSUHQGL]DJHPGHFDGDHVWXGDQWH

VII Etapa Haiyô Alto Xingu 517 - SEDUC/MT

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

Eixo Temático: 'LYHUVLGDGHeWQLFDH&XOWXUDO

Tema: O respeito às pessoas

Ciclo: Primeiro

Tempo de duração: GHGXDVDFLQFRDXODV

Estratégia de Trabalho:

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GHVWDFDQGRWHPDVFXOWXUDLVTXHWUDWHPGRUHVSHLWRjVSHVVRDVGHVGHDRULJHP
PtWLFDDWpRVGLDVDWXDLV

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GDVXDIDPtOLDHGHWH[WRHVFULWRGHVFUHYHQGRRTXHIRLUHSUHVHQWDGRQRGHVH-
nho;

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EDOGHFRPRpDVXDIDPtOLDTXDQWDVSHVVRDVPRUDPQDVXDFDVDRQRPHH
SDUHQWHVFRGHVVDVSHVVRDVHWF

 &RQYLWHDXPPHPEURGDFRPXQLGDGHSDUDIDODUVREUHDLPSRUWkQFLDGRUHVSHLWR
GRFRQYtYLRHGDVROLGDULHGDGHHQWUHDVSHVVRDV

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WUDVFDUDFWHUtVWLFDVItVLFDVHFXOWXUDLV

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Competências esperadas:

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Orientações Curriculares das Diversidades Educacionais 264

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PRUDPHPVXDFDVD

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UHQWHVOLGHUDQoDVDQFLmRVYL]LQKRVHWF

Avaliação:

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QRVVHJXLQWHVDVSHFWRV

 $FRPSDQKRXFRPDWHQomRRVUHODWRVGRVFRQYLGDGRV"

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Sugestão 2

Eixo Temático: 7HUUDLQGtJHQDRUJDQL]Do}HVHGLUHLWRVLQGtJHQDV

Tema: Direito à terra indígena

Ciclo: Segundo

Tempo de duração: GHGXDVDFLQFRDXODV

Estratégia de Trabalho:

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WDFDQGR D LPSRUWkQFLD GD WHUUD H RUJDQL]DomR H GRV GLUHLWRV LQGtJHQDV SDUD D
HVFRODHDFRPXQLGDGH &RQYLGDWDPEpPXPDOLGHUDQoDORFDOSDUDUHODWDUH[-
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RXWUDVFRQTXLVWDVDOFDQoDGDV

 (PVHJXLGDOrHPYR]DOWDXPSHTXHQRWH[WRVREUHRDVVXQWRHRHVFUHYHQD
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no.
265 Orientações Curriculares das Diversidades Educacionais

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SHTXHQRWH[WRLQGLYLGXDOUHODFLRQDQGRRVEHQHItFLRVWUD]LGRVFRPDPDQXWHQomR
e preservação da terra indígena e, em seguida, que o leiam em voz alta aos de-
PDLVFROHJDVSDUDDVRFLDOL]DomRFRPDFODVVH

 'DQGRVHTXrQFLDIRUPDVHXPFtUFXORHRSURIHVVRUID]SHUJXQWDVDRVHVWXGDQ-
WHVVREUHTXHVW}HVFRPR4XDORQRPHGDVWHUUDVLQGtJHQDVVTXHRFXSDP"
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.

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GHVGDDOGHLDDRXWUDVDOGHLDVRXFRPXQLGDGHVVLPXODQGRWURFDGHLQIRUPDo}HV
HLQWHUFkPELRHQWUHRVDOXQRVGHGLYHUVDVHVFRODVLQGtJHQDVHGRHQWRUQR

 $VUHFUHDo}HVSRGHPVHUFRQMXJDGDVFRPDSURGXomRGHPDWHULDLVHLQVWUXPHQ-
WRVGHDUWHVEULQFDGHLUDVGHFULDQoDFRQIHFomRGHDUWHVDQDWRDGRUQRVGDQoDV
P~VLFDVHGUDPDWL]DomR

 3DUD FRQFOXLU R HVWXGR WHPiWLFR SURS}H SUREOHPDV PDWHPiWLFRV VLPSOHV XWLOL-

]DQGRDVTXDWURRSHUDo}HVDGLomRVXEWUDomRPXOWLSOLFDomRHGLYLVmRHHQYRO-
YHQGRPHGLGDVGHSHVRiUHDYROXPHDOWXUDYDORUPRQHWiULRHWF

Competências esperadas:

 6RFLDOL]DomRGDFRPXQLGDGHHVFRODUFRPDVSHVVRDVGHGHVWDTXHGDFRPXQLGD-
GHOLGHUDQoDVUHSUHVHQWDQWHVHWF

 &RPSUHHQVmRVREUHDRUJDQL]DomRVRFLDOHSROtWLFDGDDOGHLDHGDVGHPDLVFR-
munidades daquela terra indígena e seu entorno;

 $PSOLDomR GRV FRQKHFLPHQWRV VREUH R HVSDoR JHRJUi¿FR DOGHLD SRYR WHUUD

indígena e entorno regional;
Orientações Curriculares das Diversidades Educacionais 266

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PtWLFDVHWF

 &DSDFLGDGHGHSURGXomRGHWH[WRVGHVFULWLYRVHPOtQJXDLQGtJHQDHSRUWXJXHVD

 &DSDFLGDGHGHRXYLUYHUEDOL]DUHUHSURGX]LULQIRUPDo}HVKLVWyULFDVHDWXDLVVR-
EUHVXDFRPXQLGDGHHVHXSRYR

 ,GHQWL¿FDomRGDVSHVVRDVTXHUHSUHVHQWDPVXDFRPXQLGDGHHPkPELWRVORFDO
UHJLRQDOHQDFLRQDO

 &RQKHFLPHQWRGRVSULQFLSDLVDFRQWHFLPHQWRVHQYROYHQGRDFRQTXLVWDGDTXHOD
terra indígena e de outras do entorno;

 &DSDFLGDGHGHOLGDUFRPRSHUDo}HVPDWHPiWLFDVVLPSOHVHQYROYHQGRGLYHUVDV
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

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UDVIRWRJUi¿FDVHYtGHRVXWLOL]DomRGHFRPSXWDGRUHVHWFVmRRSRUWXQLGDGHVSDUDRV
HVWXGDQWHVHODERUDUHPQRYRVFRQKHFLPHQWRVHSURSRUFLRQDPDSRVVLELOLGDGHGHUHJLV-
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do professor.

CONTEÚDOS CURRICULARES POR CICLO DE FORMAÇÃO

$SUHVHQWDUHPRV D VHJXLU XPD SURSRVWD GH FRQWH~GRV FXUULFXODUHV SRVVtYHLV GH

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267 Orientações Curriculares das Diversidades Educacionais

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Orientações Curriculares das Diversidades Educacionais
ORIENTAÇÕES CURRICULARES PARA O PRIMEIRO CICLO
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Diversidade Étnica e Cultural
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dígenas e muitos outros grupos e pes-
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na sala de aula e fora dela. Para tanto,
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mover a solidariedade entre os povos, a
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Orientações Curriculares das Diversidades Educacionais 270

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munidades indígenas de Mato Grosso.
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Orientações Curriculares das Diversidades Educacionais 272

ORIENTAÇÕES CURRICULARES PARA O SEGUNDO CICLO

EIXO TEMÁTICO SUGESTÕES DE CONTEÚDOS

Diversidade Étnica e Cultural Construção de frases;

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Orientações Curriculares das Diversidades Educacionais 274

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Orientações Curriculares das Diversidades Educacionais
EIXO TEMÁTICO
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de organização e representação, por se
tratarem de temas fundamentais para
276
SUGESTÕES DE CONTEÚDOS
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radia);
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frente e atrás);
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Cidadania e direitos indígenas;
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dela);
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e fazer legenda;
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277 Orientações Curriculares das Diversidades Educacionais

EIXO TEMÁTICO SUGESTÕES DE CONTEÚDOS

Segurança Alimentar, Trabalho e Au- $LPSRUWkQFLDGRDOLPHQWRWUDGLFLRQDO

tossustentação.
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lação indígena de Mato Grosso. Para
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vos e as alternativas individuais de tra-
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emprego, renda, utilização sustentada
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tento;
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me e área.
Orientações Curriculares das Diversidades Educacionais
EIXO TEMÁTICO
Educação para Saúde
A saúde indígena também tem sido um
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278
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Problemas da obesidade;
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Sentidos: tato, audição, olfato, paladar e visão;
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dos possam ter uma vida saudável sem
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Grosso.
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Ajuda mútua por meio de variadas formas, para resolver problemas pre-
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o meio ambiente);
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279 Orientações Curriculares das Diversidades Educacionais

EIXO TEMÁTICO SUGESTÕES DE CONTEÚDOS

Ética, Justiça, Solidariedade e Paz /HLWXUDHHVFULWDGHOHWUDVGHP~VLFDVFRQWRVPLWRVWHDWURYHUVRVSR-

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senvolver para que tenhamos uma vida gênero);
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sagradas, aos mortos e à natureza. A
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Orientações Curriculares das Diversidades Educacionais 280

ORIENTAÇÕES CURRICULARES PARA O TERCEIRO CICLO

EIXO TEMÁTICO SUGESTÕES DE CONTEÚDOS

Diversidade Étnica e Cultural *UDPiWLFDRUWRJUD¿DWH[WXDOL]DomRSURGXomRGHWH[WROHLWXUDHSURGX-

ção) da língua indígena;
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dígenas e muitos outros grupos e pes- HWF
soas oriundas de diversos estados e
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na sala de aula e fora dela. Para tanto,
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da justiça e da igualdade entre todas as
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ço, nos diferentes povos indígenas;
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281 Orientações Curriculares das Diversidades Educacionais

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reza o homem e as entidades espirituais;
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Orientações Curriculares das Diversidades Educacionais 282

EIXO TEMÁTICO SUGESTÕES DE CONTEÚDOS

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Origem da humanidade indígena;
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espaço, nos diferentes povos;
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Planeta Terra, Ambiente e Biodiversi-
dade
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versidade são patrimônios fundamen-
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Orientações Curriculares das Diversidades Educacionais
SUGESTÕES DE CONTEÚDOS
$FHQWXDomR
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maneira que a interação entre os seres
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dever de todos;
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indígenas;
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Ambiente vegetal;
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Animais ameaçados e ameaçadores;
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Biodiversidade;
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Cadeia alimentar;
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nal e manejo de animais);
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Orientações Curriculares das Diversidades Educacionais 284

EIXO TEMÁTICO SUGESTÕES DE CONTEÚDOS

Cosmologias dos Povos Indígenas;

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285 Orientações Curriculares das Diversidades Educacionais

EIXO TEMÁTICO SUGESTÕES DE CONTEÚDOS

Terras, Organizações e Direitos Indí- Debate sobre terras indígenas;

genas
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O direito à vida, à terra e aos modos frente e atrás);
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ção são previstos na Constituição Fede-
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suas formas de organização e de re-
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não-indígenas;
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e fazer legenda);
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Orientações Curriculares das Diversidades Educacionais 286

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Mapa do Brasil;
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espíritos da natureza;
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vivos;
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287
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Segurança Alimentar, Trabalho e Au-
tossustentação.
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Debate sobre trabalho, renda e sustento;
Diálogos em língua indígena sobre temas alimentação, trabalho e renda;
Leitura de manuais de instrução;
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indígena de Mato Grosso. Para obter o
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e as alternativas individuais de traba-
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sustentação;
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Método de queimar a roça;
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Orientações Curriculares das Diversidades Educacionais 288

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289
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Educação para Saúde
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todos possam ter uma vida saudável
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Orientações Curriculares das Diversidades Educacionais 290

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dever de todos;
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Orientações Curriculares das Diversidades Educacionais 292

EIXO TEMÁTICO SUGESTÕES DE CONTEÚDOS

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293
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Diversidade Étnica e Cultural
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Orientações Curriculares das Diversidades Educacionais 294

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maneira que a interação entre os seres A relação Cultura e a Natureza no quotidiano:
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vas, animais, águas;
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radia);
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Orientações Curriculares das Diversidades Educacionais
EIXO TEMÁTICO
Terras, Organizações e Direitos Indí-
genas
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frente e atrás);
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as suas formas de organização e de re-
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rentes povos indígenas;
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não-indígenas;
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dela);
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e fazer legenda;
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297 Orientações Curriculares das Diversidades Educacionais

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EIXO TEMÁTICO
Segurança Alimentar, Trabalho e Au-
tossustentação.
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rentes povos indígenas;
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na;
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ção, espaço, tempo, sistema, equilíbrio e vida;
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sustentação;
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299 Orientações Curriculares das Diversidades Educacionais

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Método de queimar a roça;

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Educação para Saúde
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espíritos);
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301 Orientações Curriculares das Diversidades Educacionais

EIXO TEMÁTICO SUGESTÕES DE CONTEÚDOS

Meio ambiente e saúde;

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Ética, Justiça, Solidariedade e Paz
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não-indígenas;
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dever de todos;
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EIXO TEMÁTICO SUGESTÕES DE CONTEÚDOS

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Orientações Curriculares das Diversidades Educacionais 304

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307 Orientações Curriculares das Diversidades Educacionais
Orientações Curriculares das Diversidades Educacionais 308

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