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
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Rinaldo Araújo de Almeida
FICHA CATALOGRÁFICA
ISBN: 978-85-88421-81-3
M433o
Mato Grosso. Secretaria de Estado de Educação.
Orientações Curriculares: Diversidades Educacionais./
Secretaria de Estado de Educação de Mato Grosso.
Cuiabá: Defanti, 2010.
308p.
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:
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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$X[LOLDGRUD)UDQoD
Gisele Marques Mateus
Leize Lima de Oliveira
Leitura crítica:
Imar Queiroz – UFMT
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9HUD/~FLD%RUWROLQH8)07
Equipe de Colaboradores e/ou de Sistematização:
Ângela Maria dos Santos
Cervan Gomes Ferreira
-RmR%RVFRGD6LOYD
Leize L. Oliveira
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Mendes Solange Lemes
Silviane Ramos L. da Silva
Orientações Curriculares para Educação do Campo no Estado de Mato Grosso
Consultor:
João Batista Queiroz
Equipe de Colaboradores e/ou Sistematização:
Ana Maria de O. Lopes
Ceres de Moraes Gomes Lima
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Maria de Lourdes Jorge de Souza
Sonia Pereira
Euzemar Fatima Siqueira
Frank Eduardo Ferreira de Souza
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/HRQLFH$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
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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
&RPRWUDEDOKDUDVVXQWRVWmRSROrPLFRVHPVDODGHDXOD" .......................................................................46
2VWHPDVUHIHUHQFLDLV................................................................................................................................48
$o}HVHHVWUDWpJLDV3HGDJyJLFDVSDUD(TXLGDGHGH*rQHURH'LYHUVLGDGH6H[XDO ................................49
%LEOLRJUD¿D .................................................................................................................................................50
ORIENTAÇÕES CURRICULARES DE EDUCAÇÃO AMBIENTAL ...........................................................53
(GXFDomR$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
$(GXFDomRGR&DPSRQR(VWDGRGH0DWR*URVVR ................................................................................ 119
8PSURFHVVRHPFRQVWUXomR ................................................................................................................... 119
7HPiWLFDV3HGDJyJLFDV...........................................................................................................................122
A Construção da Cidadania ....................................................................................................................123
Terra e Trabalho ......................................................................................................................................124
2V3RYRVGR&DPSRLGHQWLGDGHVOXWDVHRUJDQL]Do}HV .......................................................................126
6RFLHGDGHV6XVWHQWiYHLV ........................................................................................................................129
0HWRGRORJLDVGDV(VFRODVGR&DPSR ....................................................................................................131
5HIHUrQFLDV%LEOLRJUi¿FDV .......................................................................................................................133
ORIENTAÇÕES CURRICULARES PARA EDUCAÇÃO ESCOLAR QUILOMBOLA...............................137
Introdução................................................................................................................................................139
+LVWyULDHOXWDVGDV&RPXQLGDGHV4XLORPERODV ......................................................................................140
&RQFHLWXDo}HVGH4XLORPER ...................................................................................................................141
2UJDQL]DomR(VFRODUH&XUULFXODU............................................................................................................143
(VSHFL¿FLGDGHGD(GXFDomR4XLORPERODH$ERUGDJHPGH(QVLQR .........................................................145
$VSHFWRVVREUHRWHPSRHHVSDoRHVFRODUHV ..........................................................................................145
$VSHFWRVVREUHPHWRGRORJLDYDORUHVDIUREUDVLOHLURV ............................................................................146
5HIHUHQFLDLVSDUDDiUHDGH&LrQFLDV+XPDQDVHVXDV7HFQRORJLDV .....................................................154
&LrQFLDVGD1DWXUH]D0DWHPiWLFDHVXDV7HFQRORJLDV ..........................................................................157
/LQJXDJHQV&yGLJRVHVXDV7HFQRORJLDV ...............................................................................................158
(QVLQR0pGLR,QWHJUDGRj(GXFDomR3UR¿VVLRQDO(0,(3QD(GXFDomR4XLORPEROD ...........................162
(VWUXWXUDFXUULFXODU ..................................................................................................................................163
5HIHUHQFLDLVWHPiWLFRV ............................................................................................................................163
5HIHUrQFLDV%LEOLRJUi¿FDV .......................................................................................................................164
ORIENTAÇÕES CURRICULARES PARA A EDUCAÇÃO DE JOVENS E ADULTOS ............................167
Apresentação ..........................................................................................................................................169
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Mato Grosso ............................................................................................................................................170
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&RQFHSo}HVDVHUHPVXSHUDGDV .............................................................................................................175
6REUHDGLYHUVLGDGHGHFRQKHFLPHQWRVGRTXHpD(-$ .........................................................................175
6REUHDVYDULDo}HVGHVHQWLGRVGHLQFOXVmR ...........................................................................................176
Fragilidade do que se sabe sobre o atendimento à diversidade de sujeitos ...........................................176
6XMHLWRVGH(-$DSUHQGHPFRPRFULDQoDVHDGROHVFHQWHVGDHVFRODUHJXODU ........................................177
6XEDOWHUQLGDGHGROXJDUGRVVXMHLWRVVLOHQFLDPHQWRHH[FOXVmRGDDomRSHGDJyJLFD ...........................178
$OLJHLUDPHQWRHVXSOHWLYL]DomRGD(-$QDSUiWLFDSHGDJyJLFD ...............................................................178
(TXtYRFRVHHVWLJPDVVREUHRVVHQWLGRVGHHYDVmRHGHVLVWrQFLD ........................................................179
&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
$4XHVWmRGRVFRQWH~GRVFULWpULRVGHVHOHomRHRUJDQL]DomR ...............................................................191
$VSUiWLFDVHDQRUPDWL]DomRSRVVtYHOHGHVHMiYHO .................................................................................194
Os elementos da proposta ......................................................................................................................197
2UJDQL]DomRGDRIHUWDQRHVWDGRGH0DWR*URVVRGRGLDJQyVWLFRjVSRVVLELOLGDGHV ............................201
&RQFHSo}HVHSUiWLFDVFRPSUHHQV}HV ..................................................................................................202
3HU¿OGHMRYHQVHDGXOWRV[SHUPDQrQFLDHDEDQGRQRGDHVFROD ...........................................................203
Repensar a EJA no estado de Mato Grosso ...........................................................................................206
4XHVW}HVHVWUXWXUDLV ...............................................................................................................................209
/LPLWDo}HVLPSRVWDVSHODLQWHUSUHWDomRGHWH[WRVOHJDLVHQJHVVDPHQWRGD(-$ ...................................209
3URIHVVRUHVGH(-$LQWHULQLGDGHDXODVDGLFLRQDLVURWDWLYLGDGHFRPRHQIUHQWDU" ..............................209
3ODQHMDPHQWRRUoDPHQWiULRDWHQGHUDGHPDQGDSRWHQFLDO ....................................................................210
3URFHVVRVGHIRUPDomRFRQWLQXDGDFRPTXHP"&RPR"4XDQGRID]HU"(VIRUoRVGHIRUPDomRQmR
FRQVHJXHPDOWHUDUDVSUiWLFDV ................................................................................................................210
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de horário dos sujeitos ............................................................................................................................ 211
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Redimensionamento................................................................................................................................212
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(VSDoRVTXHDWHQGHPD(GXFDomRGH-RYHQVH$GXOWRVHP0DWR*URVVR ............................................213
2V&HQWURVGH(GXFDomRGH-RYHQVH$GXOWRV&(-$V .........................................................................214
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([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
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de Mato Grosso.
Profª Fátima Aparecida Rezende
Secretária Adjunta de Políticas Educacionais
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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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Ver entrevista em http://perolasnegras-ufba.vilma-reis-os-lugares-mais.html
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Orientações Curriculares das Diversidades Educacionais
EDUCAÇÃO EM DIREITOS HUMANOS
Orientações Curriculares das Diversidades Educacionais
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
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Orientações Curriculares das Diversidades Educacionais
Introdução
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Orientações Curriculares das Diversidades Educacionais
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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
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Orientações Curriculares das Diversidades Educacionais
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pequenos, das meninas e dos meninos (LOURO, 1997, pág. 58).
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Orientações Curriculares das Diversidades Educacionais
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e R$ 1.934,00 para mulheres (DIEESE150RWLYDUSDUDDGHVFRQVWUXomRGHVWDVFRQFHSo}HVLQVWLWXtGDVRQGHDPXOKHUpYLVWDFRPRVH[RLQIHULRUpWDPEpPSDSHOGDHVFROD
Como muito bem abordado por Daniela Auad:
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tange às desigualdades de gênero, que:
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Abordagens da aprendizagem e Temas Referenciais
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47
Orientações Curriculares das Diversidades Educacionais
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Orientações Curriculares das Diversidades Educacionais
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Orientações Curriculares das Diversidades Educacionais
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BIBLIOGRAFIA
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AUAD, Daniela. Relações de Gênero nas práticas escolares: da escola mista ao ideal 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.
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MEC/SEF, 1997. 164 págs.
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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
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+RPRVVH[XDO%UDVtOLD0LQLVWpULRGD6D~GH
Constituição do Estado de Mato Grosso de 1989.
DALARI, Dalmo. Direitos humanos$VVRFLDomR1DFLRQDOGH'LUHLWRV+XPDQRV±(QVLno 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
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Declaração Nacional de Independência da Nação/Carta Africana dos Direitos Humanos (1981, Banjul).
Declaração Universal dos Direitos Humanos. ZZZPMJRYEU
Educação e Direitos Humanos, Currículo e Estratégias Pedagógicas. ZZZUHGGKEUDVLOQHWGRFXPHQWRVELEOLRWHFD
)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.
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União de 23 de dezembro de 1996.
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de 16.7.1990
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/2852*XDFLUD/RSHVGênero, Sexualidade e Educação: 8PDSHUVSHFWLYDSyVHVtruturalista. 2ª edição. Rio de Janeiro: Vozes, 1997.
_______________. Teoria queer: uma política pós-identitária para a educação. Rev.
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______________. Uma leitura da história da educação sob a perspectiva do gênero.
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______. 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[LVPRQDHVFROD6mR3DXOR(G&RQWH[WR
Orientações Curriculares das Diversidades Educacionais
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SCOTT, Joan. Gênero: uma categoria útil para a análise histórica(GXFDomRH5HDlidade, 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: conquista e direito. In: ZENAIDE, Maria de Nazaré Tavares; SILVEIRA, Rosa Maria Godoy
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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
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Lei 9.394 de 20/12/1996 que, em seu artigo 32, assevera que o ensino fundamental terá por objetivo a formação
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das artes e dos valores em que se fundamenta a sociedade.
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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.
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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
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3. Construir sociedades democráticas que sejam justas, participativas, sus-
Orientações Curriculares das Diversidades Educacionais
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4. Assegurar a generosidade e a beleza da Terra para as atuais e as futuras
gerações.
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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.
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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 comunitário.
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ambientais seguras.
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8. Avançar o estudo da sustentabilidade ecológica e promover o intercâmbio
aberto e a aplicação ampla do conhecimento adquirido.
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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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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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desenvolvimento sustentável e assegurar o acesso universal à educação e assistência 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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vida sustentáveis.
Orientações Curriculares das Diversidades Educacionais
70
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IV. DEMOCRACIA, NÃO-VIOLÊNCIA E PAZ
13. Fortalecer as instituições democráticas em todos os níveis e prover transparência 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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pela ameaça de tais danos.
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Orientações Curriculares das Diversidades Educacionais
14. Integrar, na educação formal e aprendizagem ao longo da vida, conhecimentos, 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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vida sustentável.
15. Tratar todos os seres vivos com respeito e consideração.
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de sofrimento.
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não-visadas.
16. Promover uma cultura de tolerância, não-violência e paz.
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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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REFERÊNCIAS BIBLIOGRÁFICAS
$/0(,'$$4XHSDSHOSDUDDV&LrQFLDVGD1DWXUH]DHP(GXFDomR$PELHQWDO"'LVFXVVmR 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 Poder3HWUySROLV9R]HV
3('5277,'pERUD6$720LFKqOHPolíticas Públicas em Educação Ambiental: Velho vinho engarrafado por novos enólogos.,Q6$1726*LOEHUWR&RRUG(GXFDção: WHQGrQFLDVHGHVD¿RVGHXPFDPSRHPPRYLPHQWR%UDVtOLD81%$13(G&HQWUR-Oeste, 2008. No prelo.
325720)GH66D~GHS~EOLFDHLQMXVWLoDDPELHQWDOQR%UDVLO,Q$&6(/5$'+
HERCULANO, S.; PÁDUA, J. A. Justiça ambiental e cidadania. Rio de Janeiro: Relume Dumará, 2004.
Carta da Terra. Disponível em; KWWSZZZFDUWDGDWHUUDFRPEU$FHVVRHP
73
Orientações Curriculares das Diversidades Educacionais
ORIENTAÇÕES CURRICULARES PARA EDUCAÇÃO
DAS RELAÇÕES ETNICORRACIAIS
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Orientações Curriculares das Diversidades Educacionais
Apresentação
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a Resolução CEE nº 204/2006 e o Parecer Orientativo CEE/MT 234/2006 sobre a Lei
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Como organizar o ensino aprendizagem para a inclusão das questões
indígenas, africanidades e afrobrasileira?
O ensino GD(GXFDomRGDV5HODo}HV(WQLFRUUDFLDLVHRHQVLQRGD+LVWyULDGDÈIULFD
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literatura e arte negra.
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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.
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81
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Quilombo Vila Bela - SEDUC/MT
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possibilitará maior valorização da identidade indígena no país e a herança desses povos
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83
Orientações Curriculares das Diversidades Educacionais
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é moral e o que é imoral, o que é bom e o que é mau, o que é belo e o que é feio, quais
vozes são autorizadas e quais não o são (Silva, 1995, pág. 195).
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Orientações Curriculares das Diversidades Educacionais
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Orientações Curriculares das Diversidades Educacionais
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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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Orientações Curriculares das Diversidades Educacionais
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Orientações Curriculares das Diversidades Educacionais
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simplesmente por ser diferentes. eLQGLVFXWtYHOTXHRVFXUUtFXORVGHYDPUHÀHWLUDVFRQtribuições dos diversos grupos étnicos para a formação da nação e cultura brasileira.
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discriminá-las.
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Eduardo David de Oliveira.&RVPRYLVmR$IULFDQDQR%UDVLO(OHPHQWRVSDUDXPD¿ORVR¿DDIURGHVFHQGHQWH IPAD.
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Eduardo David de Oliveira. Idem. Op.Cit pág. 101.
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Ensino Religioso. (Caderno 7) Idem. Op.Cit. pág. 31
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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
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'LDQWH GD LQWHQVLGDGH GRV FRQÀLWRV H GD LQFDSDFLGDGH GR (VWDGR HP FRQWURODU
DVRFLHGDGHFLYLODFDERXSRUJDQKDUYLVLELOLGDGHjEDQGHLUDGDUHIRUPDDJUiULD0HUHFH UHIHUrQFLD DLQGD D SURPXOJDomR GR (VWDWXWR GR 7UDEDOKDGRU 5XUDO pela Lei Nº
SURSRVWDSHORHQWmRSUHVLGHQWH-RmR*RXODUWTXHUHJXODYDDVUHODo}HVGH
WUDEDOKRQRFDPSRTXHDWpRPRPHQWRQmRHUDPFRQWHPSODGDVSHODOHJLVODomRWUDEDlhista.
'XUDQWHRSHUtRGRGHVFULWRR~QLFRDYDQoROHJLVODWLYRTXHWLYHPRVIRLD&RQVWLWXLomRGHTXHQRVHXDUWLJR†DVVHJXUDYDRGLUHLWRGHSURSULHGDGHFRQGLFLRQDQGRR 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¿FDGRFRPRRLQGXWRUGHVVHSURFHVVRFRPRSUHGRPtQLRGHXPDPDWUL]GHVHQYROYLPHQWLVWDurbanizante e industrializante,
LGHQWL¿FDGDFRPXPDmodernização conservadoraTXHDFDERXSRUDJUDYDUDVWHQV}HV
VRFLDLVQRFDPSRTXHDWLQJLDPQtYHLVPXLWRSUHRFXSDQWHVHVSHFLDOPHQWHSDUDDHOLWH
rural brasileira (MARTINS, 1985).
No ano de 1962, o então presidente João Goulart apresentou no Congresso NaFLRQDOXPSURMHWRGHXP&yGLJR$JUiULRUHVXOWDQWHGRWUDEDOKRGHXPDFRPLVVmROLGHrada pelo deputado Milton Campos. No entanto, o projeto, por não ser efetivamente
DYDQoDGRQRTXHGL]UHVSHLWRjUHIRUPDDJUiULDWHPDSROrPLFRGDpSRFDTXHDFDERX
SRUFDXVDUPXLWDFRQWURYpUVLDQmRIRLDSURYDGRSHORSDUODPHQWR6$1726SiJ
124s).
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HUDIRUQHFHUUHVSRVWDDRVSUREOHPDVIXQGLiULRVEUDVLOHLURV3DUDWDQWRDHODERUDomRGHVVDOHJLVODomRWRPRXFRPRSDUDGLJPDDLGHLDGHPRGHUQL]DomRDJUiULDWHPiWLFDUHOHYDQWHFRPRGHVHQYROYLPHQWRHDLQGXVWULDOL]DomRGR%UDVLOQDpSRFD(PGHQRYHPEUR
do mesmo ano, o (VWDWXWRGD7HUUDIRLDSURYDGRFRPR/HL1ž'RFXPHQWRQR
TXDOpSRVVtYHOHQFRQWUDUHOHPHQWRVLPSRUWDQWHVSDUDTXDOL¿FDUDFRPSUHHQVmRGDTXHOH
PRPHQWRQRTXHWDQJHjVTXHVW}HVDJURIXQGLiULDV
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*RXODUWFRPRSRGHPRVYHUSHODOHLWXUDGRVWUHFKRVDEDL[RWUDQVFULWRV
>@TXHUSHORLQDGHTXDGRDWHQGLPHQWRGDVH[LJrQFLDVQRUPDLVQRPHLRDJUiULR
FRPRDVVLVWrQFLDWpFQLFDH¿QDQFLDPHQWRVTXHUSHODproposital inquietação, que
SDUD¿QVSROtWLFRVVXEDOWHUQRVR*RYHUQRDQWHULRUSURSDJRXSHODViUHDVUXUDLV
do País,FRQWULEXLQGRSDUDGHVRUJDQL]DURVLVWHPDGHSURGXomRDJUtFRODH[LVWHQWHVHPRVXEVWLWXLUSRURXWURPDLVDGHTXDGR>@DRLQYpVGHGDUDRSUREOHPD
68
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GRVUHFXUVRVQDWXUDLVGLVSRQtYHLVHSUHVHUYDomRGRPHLRDPELHQWHREVHUYkQFLDGDVGLVSRVLo}HVTXHUHJXODPDV
UHODo}HVGHWUDEDOKRHH[SORUDomRTXHIDYRUHoDREHPHVWDUGRVSURSULHWiULRVHGRVWUDEDOKDGRUHVGHYHPVHU
FXPSULGRVVLPXOWDQHDPHQWH
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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 Seção Reforma Agrária e Desenvolvimento Rural,HQFRQWUDPRVDOpPGHXPGLDJQyVWLFR
RGHWDOKDPHQWRGDLPSRUWkQFLDGDPRGHUQL]DomRGHQRVVRVHWRUSULPiULRDVVLPFRPR
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Desenvolvimento Rural72´
$OpPGDVPRWLYDo}HVGHQDWXUH]DDJUtFRODHVRFLDOTXHDQWHFHGHUDPDSURPXOJDção 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¿FDGRFRPRDSULPHLUDOHJLVODomRIXQGLiULDEUDVLOHLUDTXHLQFRUSRUDVLJQL¿FDWLYDVGLPHQV}HVDJUiULDVRXVHMDDSUHRFXSDomRGROHJLVODGRUQmRHUDDSHQDVUHJXODPHQWDURDFHVVRjWHUUDSHUFHEHQGRVHXPDIRUWHLQWHQomR
GHDSDUWLUGDRUJDQL]DomRIXQGLiULDSRVVLELOLWDGDSHORLQVWLWXWRGHFRORQL]DomRTXHYHUH69
BRASIL, Mensagem Nº 556, de 26/10/1964.
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
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GHD2FRQÀLWRHQYROYHXDJULFXOWRUHVVHPWHUUDHJULOHLURVWDQWRQRWHUUHQRGDOXWDSROtWLFDLQVWLWXFLRQDO
TXDQWRGDOXWDDUPDGDFRQWDQGRFRPIRUWHSUHVHQoDGR3DUWLGR&RPXQLVWD
70
Orientações Curriculares das Diversidades Educacionais
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PRVDGLDQWHGHYHUVHLDLPSOHPHQWDUSROtWLFDVDJUiULDV74RXVHMDTXHFRQWHPSODVVHP
prioritariamente a questão produtiva.
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2(VWDWXWRGD7HUUDHVWiHVWUXWXUDGRHPTXDWURWtWXORVD'LVSRVLo}HV3UHOLPLQDUHV
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GD3URSULHGDGH$UWžFDSXWH†žHDUWVHH-XVWLoD6RFLDO$UWž†žHSRU
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(PSUHVD5XUDO3DUFHLUR&RRSHUDWLYD,QWHJUDOGH5HIRUPD$JUiULDH&RORQL]DomR
27tWXOR,,'D5HIRUPD$JUiULDWUDWDGHVWDWHPiWLFDWmRFRQWURYHUVDVHQGRTXH
SRGHPRVHQFRQWUDUXPDVpULHGHDOWHUDo}HVSRVWHULRUHVHVSHFLDOPHQWHHPGHFRUUrQFLD
da promulgação da Constituição de 1988.
27tWXOR,,,'D3ROtWLFDGH'HVHQYROYLPHQWR5XUDOpIRUPDGRSRUTXDWURJUDQGHV
FDStWXORV,7ULEXWDomRGD7HUUD,,&RORQL]DomR,,,$VVLVWrQFLDH3URWHomRj(FRQRmia Rural e IV - Do Uso ou da Posse Temporária da Terra, todos também alterados pela
legislação posterior.
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&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
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WUDEDOKRKXPDQR´
$SyV HVWH EUHYH FHQiULR GD +LVWyULD $JUiULD %UDVLOHLUD QRV UHSRUWDPRV j UiSLGD
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SRUDXVrQFLDGHSROtWLFDVS~EOLFDVSRURXWURVHFRQVWDWDWRGDXPDPRYLPHQWDomRHRUJDQL]DomRSRUSDUWHGDVVRFLHGDGHVFDPSHVLQDVVREUHWXGRQDVWUrV~OWLPDVGpFDGDV
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Trabalhadores (CUT), em 1983, e do Movimento Sem-terra (MST), em 1984. A CUT, reSUHVHQWDQGRRPRYLPHQWRVLQGLFDOEUDVLOHLURTXHVHRSXQKDjSUiWLFDVLQGLFDOFRQVHUYDGRUDHR0RYLPHQWR6HP7HUUDVHFRQVROLGDUDPQR%UDVLOFRPRPRYLPHQWRH[SUHVVLYR
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Artigo 28, que diz:
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SURPRYHUmRDVDGDSWDo}HVQHFHVViULDVjVXDDGHTXDomRjVSHFXOLDULGDGHVGD
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,,RUJDQL]DomRHVFRODUSUySULDLQFOXLQGRDGHTXDomRGRFDOHQGiULRHVFRODUjV
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WUDEDOKRQD]RQDUXUDO´
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DLGHQWLGDGHGD(VFRODGR&DPSRp
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MEC:
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SDUDLPSODQWDUXPVLVWHPDHGXFDFLRQDODGHTXDGRjVQHFHVVLGDGHVGDVSRSXODo}HVGRFDPSR2(VWDGREUDVLOHLURRPLWLXVH(1) na formulação de diretrizes
SROtWLFDVHSHGDJyJLFDVHVSHFt¿FDVSDUDDVHVFRODVGRFDPSRQDGRWDomR¿QDQFHLUDTXHSRVVLELOLWDVVHDLQVWLWXFLRQDOL]DomRHPDQXWHQomRGH
XPDHVFRODFRPTXDOLGDGHQDLPSOHPHQWDomRGHXPDSROtWLFDHIHWLYD
GHIRUPDomRLQLFLDOHFRQWLQXDGDHGHYDORUL]DomRGDFDUUHLUDGRFHQWHQR
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A EDUCAÇÃO DO CAMPO
NO ESTADO DE MATO GROSSO
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Um processo em construção
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Orientações Curriculares das Diversidades Educacionais
124
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125
Orientações Curriculares das Diversidades Educacionais
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127
Orientações Curriculares das Diversidades Educacionais
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Orientações Curriculares das Diversidades Educacionais
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Orientações Curriculares das Diversidades Educacionais
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Orientações Curriculares das Diversidades Educacionais
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131
Orientações Curriculares das Diversidades Educacionais
METODOLOGIAS DAS ESCOLAS DO CAMPO
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133
Orientações Curriculares das Diversidades Educacionais
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$552<2 0LJXHO *RQ]iOHV &$/'$57 5RVHOL 6DOHWH 02/,1$ 0{QLFD &DVWDJQD
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GH(GXFDomR
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'RFXPHQWR)LQDOGD,&RQIHUrQFLD1DFLRQDOGH(GXFDomRGR&DPSR/X]LkQLD
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_____. Pedagogia da esperança:XPUHHQFRQWURFRPDSHGDJRJLDGRRSULPLGRHG
São Paulo: Paz e Terra, 2008.
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GARCIA, Rodney. Consolidação das Políticas Educacionais do Campo. Tangará da
6HUUD07*Ui¿FDH(GLWRUD6DQFKHV/WGD
*(17,/,3DEOR$/(1&$5&KLFREducar na esperança em tempos de desencanto.
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*2+10DULDGD*OyULDMovimentos sociais e educação. 4ª ed. São Paulo: Cortez, 2001.
GUTERRES, Ivani (org.). Agroecologia militanteFRQWULEXLo}HVGH(QLR*XWHUUHV6mR
3DXOR([SUHVVmR3RSXODUSiJV
*87,Ê55(=)UDQFLVFR35$'2&UX]Ecopedagogia e cidadania planetária. São
3DXOR,QVW3)UHLUH&RUWH]&ROHomR*XLDGD(VFROD&LGDGmYRO
.2//,1*(GJDU-RUJH1(5<,UPmR,VUDHO-RVp02/,1$0{QLFD&DVWDJQDPor Uma
Educação Básica do Campo. Vol. 1. Brasília: Fundação Universidade de Brasília, 1999,
98 págs.
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visibilidade social. Mato Grosso: Idéa Editora, 2004.
MARTINS, José de Souza. A sociabilidade do homem simplesFRWLGLDQRHKLVWyULDQD
PRGHUQLGDGHDQ{PDODHGYHUHDPSO6mR3DXOR&RQWH[WR
MATURANA, Humberto. Amar e brincarIXQGDPHQWRVHVTXHFLGRVGRKXPDQRGRSDWULDUFDGRjGHPRFUDFLD6mR3DXOR3DODV$WKHQD
MEC. Relatório do Seminário sobre Educação do Campo. Brasília, outubro de 2003.
0(& 6HFUHWDULD GH (GXFDomR &RQWLQXDGD $OIDEHWL]DomR H 'LYHUVLGDGH 5HIHUrQFLDV
SDUDXPDSROtWLFDQDFLRQDOGHHGXFDomRGRFDPSRCaderno de subsídios. CoordenaomR0DULVH1RJXHLUD5DPRV7HOPD0DULD0RUHLUD&ODULFH$SDUHFLGDGRV6DQWRV±
ed. – Brasília; MEC, SECAD, 2005.
MORIN, Edgar. Ética, cultura e educação. São Paulo: Cortez, 2001.
_____. Os sete saberes necessários à educação do futuro. 8ª ed. São Paulo: Cortez,
2003.
_____. A religação dos saberes R GHVD¿R GR VpFXOR ;;, 5LR GH -DQHLUR %HUWUDQG
Brasil, 2002.
3$/0$6{QLD2/,9(,5$0DULD(OL]DEHWH6$720LFKqOHEntre âncoras e voos: a
135
Orientações Curriculares das Diversidades Educacionais
HGXFDomRDPELHQWDODOLDGDjSRpWLFDVXUUHDOLVWD3XEOLFDGRQRVDQDLVGD5(%($5LRGH
Janeiro, 2009.
3,675$.0RLVHL0LNKDLORYLFKFundamentos da Escola do Trabalho. São Paulo: EdiWRUD([SUHVVmR3RSXODU
QUEIROZ, João Batista Pereira de. Construção das Escolas Famílias Agrícolas no
Brasil.(QVLQR0pGLRH(GXFDomR3UR¿VVLRQDO%UDVtOLD8Q%7HVH'RXWRUDGR±
Universidade de Brasília.
RECK, Jair. (org.). Novas Perspectivas para Educação do Campo em Mato Grosso.
&RQWH[WRV5(VLJQL¿FDQGRDDSUHQGL]DJHPHDYLGD6HGXF07
SANTOS, Boaventura de Sousa. Para um novo senso comumDFLrQFLDRGLUHLWRHD
SROtWLFDQDWUDQVLomRSDUDGLJPiWLFD6mR3DXOR&RUWH]
SANTOS, Boaventura de Souza. A crítica da razão indolenteFRQWUDRGHVSHUGtFLRGD
H[SHULrQFLD6mR3DXOR&RUWH]
62%5$/)HUQDQGD$QW{QLDGD)RQVHFDEducação para a Competitividade ou para
a Cidadania Social? 6mR 3DXOR HP 3HUVSHFWLYD 5HYLVWD GD )XQGDomR 6($'( 6mR
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137
Orientações Curriculares das Diversidades Educacionais
ORIENTAÇÕES CURRICULARES PARA
EDUCAÇÃO ESCOLAR QUILOMBOLA
Orientações Curriculares das Diversidades Educacionais
³$D¿UPDomRGDLGHQWLGDGHQDVFRPXQLGDGHVTXLORPERODV
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de suas expressões culturais”.
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138
139
Orientações Curriculares das Diversidades Educacionais
Festa Congo - Vila Bela - SEDUC/MT
Introdução
Da mesma forma que outras partes do país, em Mato Grosso os quilombos foram
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140
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141
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(pag. 290-292).
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Conceituações de Quilombo
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que deriva do quicongo ou quimbundoFRPFRQRWDo}HVGHVRFLHGDGHJUXSRRXH[pUFLtoTXHpUHODWLYRDXQLmR1RDQWLJR&RQJR$QJRODRWHUPRGHVLJQDYDIHLUDVPHUFDGRV
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escravocrata, pela implantação de uma outra estrutura política na qual se encontraram
todos os oprimidos >@negros, índios e brancos>@ (MUNANGA, 2001, pág. 30).
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perdurou por muito tempo e tornou-se mais abrangente na atualidade.
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Ver Anjos, 2005, pág. 27.
Orientações Curriculares das Diversidades Educacionais
142
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rígidos e imutáveis.82
Na SUi[LVSHGDJyJLFDRDHGXFDGRUDGHYHYLVOXPEUDUHDFUHGLWDUQDVFDSDFLGDGHVGR?DHGXFDQGR?DTXHWUD]FRQVLJRHVVD(QHUJLD9LWDO1HVVHVHQWLGRRIDFLOLWDGRU?D
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RXWURHQDWURFDGHVVDVHQHUJLDV
Corporeidade
(VWDGHYHVHUFRQVLGHUDGDQRSURFHVVRGHHQVLQRSRLV
2FRUSRDWXDHUHJLVWUDQHOHSUySULRDPHPyULDGHYiULDVPDQHLUDVVHMDDWUDYpV
GDGDQoDGDEULQFDGHLUDGRGHVHQKRGDHVFULWDRXGDIDOD>@2FRUSRpYLGD
pDTXLHDJRUDSRWrQFLDHSRVVLELOLGDGH&RPRFRUSRVHDUPDDYLGDVHYLYHD
H[LVWrQFLDLQGLYLGXDOHFROHWLYDPHQWH(OHWUD]XPDKLVWyULDLQGLYLGXDOHFROHWLYD
XPDPHPyULDDVHUSUHVHUYDGDLQVFULWDHFRPSDUWLOKDGD2FRUSRFRQWDKLVWyrias83.
(PVHWUDWDQGRGHVWHPRWHID]VHQHFHVViULDDXWLOL]DomRGHXPDPHWRGRORJLD
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149
Orientações Curriculares das Diversidades Educacionais
Musicalidade
(VWDFRQWULEXLQDGLPHQVmRPHWRGROyJLFDHPXPDVSHFWRLPSRUWDQWHFRQVLGHUDQGR
que:
DP~VLFDDVRQRULGDGHDPHORGLDRULWPRHDFDQomRHVWmRSUHVHQWHVGHPRGR
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'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
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4XDQGRQRVUHIHULPRVDRYDORUGDPXVLFDOLGDGHHODGHYHVHUFRQVLGHUDGDQDDERUGDJHPGDDSUHQGL]DJHPFRPRXPHOHPHQWRTXHQRVSHUPLWHSHQVDUXPDPHWRGRORJLD
YLYD]HDOHJUHFRPRSRVVLELOLGDGHGHFRQVWUXomRSURGXomRHDSUHQGL]DJHPGRVFRQWHúdos de forma prazerosa.
Ludicidade
(VVH YDORU DIUREUDVLOHLUR FRPSUHHQGH QRVVD FDSDFLGDGH GH PDQLSXODU VtPERORV
SDUDUHSUHVHQWDomRGRUHDOFRPREULQFDUFDQWDUHGDQoDUGHQWUHRXWUDVIRUPDVGHHQfrentar a realidade.
,PDJLQHPRV XP SRYR DUUDQFDGR EUXWDOPHQWH GH VXD WHUUD TXH DWUDYHVVRX R
$WOkQWLFRHPWXPEHLURVHVFUDYL]DGRKXPLOKDGRPDVTXHQmRSHUGHXDFDSDFLGDGHGHVRUULUGHEULQFDUGHMRJDUHGHGDQoDUHDVVLPFRQVHJXLXPDUFDUDFXOWXUDGHXPSDtVFRPHVVHSURIXQGRGHVHMRGHYLYHUHVHUIHOL]SRLVLVVRUHVXPH
DOXGLFLGDGHQDSHUVSHFWLYDDIDYRUGDYLGDGDKXPDQLGDGHHGDVREUHYLYrQFLD
$DOHJULDIUHQWHDRUHDODRFRQFUHWRDRDTXLHDJRUDGDYLGD85
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GHSUiWLFDVO~GLFDVSRGHVHUYLUSDUDVHQVLELOL]DUDLQWHUSUHWDomROHLWXUDHRXUHLQWHUSUHWDomRGHWH[WRVGHOLWHUDWXUDHRXWURV
1HVWHFRQWH[WRRIDFLOLWDGRUGHVHPSHQKDSDSHOHVVHQFLDOQRSURFHVVRGHHQVLQR
DSUHQGL]DJHPQRVHQWLGRGDYDORUDomRHUHVVLJQL¿FDomRGRVULWXDLVSUHVHQWHVQDFXOWXUD
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SRQWXDLVH?RXHVSRUiGLFDVKDMDYLVWDTXHDVIHVWLYLGDGHVHULWXDLVVmRPDQLIHVWDo}HVFXO84
85
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(PFDGHUQRGHDWLYLGDGHQžGRSURMHWR³DFRUGDFXOWXUD´SiJ
Orientações Curriculares das Diversidades Educacionais
150
WXUDLVSUHVHQWHVQRVHVSDoRVHWHUULWyULRVTXLORPERODVGHYHQGRSRUWDQWRVHUH[SORUDGDV
FRPRLQVWUXPHQWRHGXFDWLYR
Cooperatividade/Comunitarismo
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LPSRUWDQWHVXWLOL]DGRVSHORVQHJURVDVSDUDVREUHYLYHUHUHHODERUDUVXDFXOWXUD$FXOWXUDDIUREUDVLOHLUDpRULJLQiULDGHGLIHUHQWHVSRYRVDIULFDQRVTXHSDUWLFLSDUDPGDFRPSRVLomRGHVVDVRFLHGDGH(VVHVJUXSRVSDUWLOKDUDPXQVFRPRVRXWURVVHXVVDEHUHVH
WUDGLo}HVUHDOL]DQGRXPDPLVFLJHQDomRGHHOHPHQWRVpWQLFRVTXHUHÀHWHPHPQRVVD
FXOWXUDHLGHQWLGDGHQDFLRQDO
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SDUDTXHDVDWLYLGDGHVVHMDPGHVHQYROYLGDVQRSULQFtSLRGDFROHWLYLGDGHSDUWLOKDHVROLGDULHGDGHRUJkQLFD86.
Memória
0HPyULD &ROHWLYD DVVLP FRPR energia vital, ID]VH HVVHQFLDO FRPR LQVWUXPHQWR
HGXFDWLYRSDUDGLIHUHQFLDGDVFRPXQLGDGHVTXLORPERODVWRUQDQGRVHYLYRRVHQWLPHQWR
GHSHUWHQoDHRUJXOKRGDVQRVVDVRULJHQVDIULFDQDV1HVWHFRQWH[WRUHPHPRUDUDDQFHVWUDOLGDGHHUHVVLJQL¿FDUDVLGHQWLGDGHVJDUDQWLUmRTXHRVYDORUHVGDVDIULFDQLGDGHV
QDIRUPDomRGDKXPDQLGDGHVHMDPIXQGDQWHVQDFRPSRVLomRGDVRFLHGDGHEUDVLOHLUD2
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PHWRGRORJLDVTXHUHPHWDPjVFRQWULEXLo}HVDIULFDQDVHDIUREUDVLOHLUDV
Religiosidade
$5HOLJLRVLGDGHpXPDSHUFHSomRGHPXQGRHGHUHODomRFRPRRXWURLQGHSHQGHQte da religião. Compreendendo que:
5HOLJLRVLGDGHpPDLVGRTXHUHOLJLmRpXPH[HUFtFLRSHUPDQHQWHGHUHVSHLWRj
YLGDHGRDomRDRSUy[LPR$SURSyVLWRHPWHPSRVGHWDQWDYLROrQFLDJUDWXLWD
YDOHSRQWXDUTXHDYLGDpXPGRPGLYLQRGHFDUiWHUWUDQVFHQGHQWDOHGHYHVHU
XVDGDSDUDFXLGDUGHVLHGRRXWUR7XGRpVDJUDGRpGLYLQR7RGRVRVHOHPHQWRV
da natureza, todos os seres87.
1HVVDSHUVSHFWLYDDDERUGDJHPGHHQVLQRGHYHFRQVLGHUDUSUiWLFDVTXHUHVXOWHP
HPDSUHQGL]DJHPGHYDORUHVFRQYtYLRFRPDVGLIHUHQoDVIRUWDOHFLPHQWRGDpWLFDSHUVHYHUDQoDHUHVSHLWRDWRGRVRVHOHPHQWRVGDQDWXUH]D$HGXFDomRHVFRODUTXLORPER 9HU'XUNKHLQ'DYLG(PLOH&ROHomR*UDQGH&LHQWLVWDV6RFLDLV6mR3DXOR(GLWRUDÈWLFDeGXFDWLRQHW6RFLRORJLH3DULV)$OFDQ6mR3DXOR0HOKRUDPHQWRV>VG@
87
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86
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[RGHVLjOLQKDJHPGHVXDGHVFHQGrQFLD´
$ DQFHVWUDOLGDGH p XPD GLPHQVmR LPSRUWDQWH D VHU FRQVLGHUDGD QR FXUUtFXOR GDV
HVFRODVTXLORPERODV3UHYHHPVHQHVVDGLPHQVmRDWLYLGDGHVTXHH[SORUHPRVFRQKHFLPHQWRVHVDEHGRULDVDQFHVWUDLVTXHFRQWULEXDPSDUDDIRUPDomRGDLGHQWLGDGHTXLORPEROD
Referenciais Curriculares
$FHQWUDOLGDGHGDHGXFDomRHVFRODUTXLORPERODHVWiQDKLVWyULDHQDFXOWXUDQHJUDV
FXMDPDQLIHVWDomRVHGiQRVFRQKHFLPHQWRVHVDEHUHVWUDGLFLRQDLVP~VLFDFUHGRVHVWpWLFDFXOLQiULDJRVWRVSDODGDUHVHIRUPDGHRUJDQL]DUHVRFLDELOL]DU
$HGXFDomRTXDQGRLQFOXLDFXOWXUDDIULFDQDWRUQDHYLGHQWHRFRQKHFLPHQWRGHVVH
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DWXDOPHQWHXVXIUXtGRSRUYDULDGDVFXOWXUDVGHQWUHHODVDEUDVLOHLUD
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H SHUSHWXDGRV DWUDYpV GDV JHUDo}HV KLVWRULFDPHQWH HVWUXWXUDUDP R FLFOR GH YLGD GDV
FRPXQLGDGHVTXLORPERODVHQRUWHLDPDWXDOPHQWHDHVWUXWXUDVRFLDO´2/,9(,5$
pág. 15).
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HTXtYRFRVVREUHDFRQWULEXLomRDIULFDQDSDUDDVRFLHGDGH
3RUWDQWRVXUJHDQHFHVVLGDGHGHVHHQIRFDUQDVHVFRODVTXLORPERODVTXHRVQHJURVWUD]LGRVSDUDR%UDVLOYLHUDPHPGLIHUHQWHVpSRFDVGHFRORQL]DomRHGLYHUVDVSDUWHV
GDÈIULFDHIRUDPGLVWULEXtGRVHVWUDWHJLFDPHQWHSHORFRORQL]DGRUHXURSHXHPYiULDVSDUWHVGRSDtVRTXHFRQWULEXLXSDUDFRQVWUXomRGHOLQJXDMDUHVUHJLRQDLV
2GRPtQLRGDOtQJXDRUDOHHVFULWDpXPDIHUUDPHQWDLPSRUWDQWHSDUDDSDUWLFLSDomR
VRFLDOGRVLQGLYtGXRVHVHXHQVLQRGHYHJDUDQWLURVVDEHUHVOLQJXtVWLFRVLQGLVSHQViYHLV
SDUDRH[HUFtFLRGDFLGDGDQLDQDD¿UPDomRGDLGHQWLGDGH
2SRYREUDVLOHLURpUHFRQKHFLGRPXQGLDOPHQWHSHODKRVSLWDOLGDGHLUUHYHUrQFLDDOHJULDHVHQVRGHFROHWLYLGDGHHQWUHRXWURVFDUDFWHUtVWLFDVTXHLPSULPHPXPGRVHOHPHQWRVGDLGHQWLGDGHQDFLRQDO
Orientações Curriculares das Diversidades Educacionais
152
1mRKiQR%UDVLOFRPRHPRXWUDVUHJL}HVGDdiásporaXPDFXOWXUDWDOTXDODGD
ÈIULFDRXVHMDXPDFXOWXUDRULJLQDOWUDQVSODQWDGDGRFRQWLQHQWHDIULFDQRSDUDFi+RXYHVLPXPDUHHODERUDomRGRVHOHPHQWRVFXOWXUDLVDIULFDQRVDTXDORFRUUHXjSDUWHGRV
DFRQWHFLPHQWRVKLVWyULFRVGRSDtV3RULVVRDFXOWXUDQHJUDWHPXPFRQWH~GRGHUHVLVWrQFLDGHFRQWUDSRVLomRHGHQ~QFLDFRQVLGHUDQGRWRGDDOXWDKLVWyULFDGRDQHJURD
SDUDVREUHYLYHUHFRQWUDSRUVHDXPVLVWHPDTXHR?DFRORFDYDFRPRXPVHUELROyJLFDH
FXOWXUDOPHQWHLQIHULRU
$KLVWyULDGRDQHJURDQR%UDVLOpPDUFDGDSRUOXWDVLQVXUUHLo}HVHUHVLVWrQFLDV
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VHQWLGRGHEXUODURVLVWHPDYLJHQWHSDUDVREUHYLYHUjHVFUDYLGmRHSUHVHUYDURVFRPSRQHQWHVFXOWXUDLVSUHVHQWHVQRVYDORUHVHFRVWXPHVHQDUHOLJLmRFRPRSRUH[HPSORDV
Irmandades e Quilombos.
$VVLPVXJHUHVHTXHRVWHPDVDERUGDGRVQDViUHDVGHFRQKHFLPHQWRGHYHPOHYDUjVDSUHQGL]DJHQVVREUHDFXOWXUDQHJUDSURPRYHQGRRIRUWDOHFLPHQWRGDLGHQWLGDGH
FXOWXUDOHHWQLFRUUDFLDOGRVTXLORPERODV
$DERUGDJHPGHVVDVWHPiWLFDVGHYHWUD]HUXPHQIRTXHGLIHUHQFLDGRGRTXHFRPXPHQWHpWLGRFRPRKLVWyULDR¿FLDOVREUHRQHJURLVWRpYLVWRVRPHQWHSHORSULVPDGD
HVFUDYLGmR2DHGXFDGRUDQHVWHFRQWH[WRGHYHSURSLFLDUROKDUHVP~OWLSORVSDUDRXWUDV
IDFHVGDKLVWyULDSURPRYHQGRRSURWDJRQLVPRGRDQHJURDQRSURFHVVRKLVWyULFREUDVLOHLURHPVXDFRPSRVLomRLGHQWLWiULDHFRQWULEXLo}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
WpFQLFDVGHSURGXomRQDPLQHUDomRRVDVQHJURVDVFRQWULEXtUDPVLJQL¿FDWLYDPHQWH
QDDJULFXOWXUDFRPWpFQLFDVGHSODQWLRURWDFLRQDOHVWDVHPSUHJDGDVDWpRVGLDVDWXDLV
e SHUWLQHQWH TXH QR SURFHVVR HGXFDWLYR KDMD XPD SUi[LV SHGDJyJLFD TXH JDQKH
mentes e coraçõesVHQGRHVVDXPDFRQVWDQWHSDUDDHIHWLYLGDGHQDSURGXomRGRFRQKHFLPHQWRVREUHDFXOWXUDDIUREUDVLOHLUDIRUPDQGRSDUDRH[HUFtFLRGDFLGDGDQLD3DUD
WDQWRRVGLUHLWRVHDOHJDOL]DomRGRVHVSDoRVHWHUULWyULRVQRFDPSRRXFLGDGHGHYHP
FRQVWDUFRPRFRPSRQHQWHVFXUULFXODUHVQDHGXFDomRHVFRODUTXLORPEROD
3DUD RV DQRV LQLFLDLV GD HVFROD RUJDQL]DGD SRU &LFORV GH )RUPDomR +XPDQD p
LPSRUWDQWHUHDOL]DUXPWUDEDOKRSHGDJyJLFRFRPrQIDVHQRO~GLFRQDLQVHUomRGRVFRQWH~GRVVREUHDVDIULFDQLGDGHVQDFXOWXUDEUDVLOHLUD6REUHWXGRQRVHVSDoRVHWHUULWyULRV
TXLORPERODVDVFRQWULEXLo}HVGRVDVDQFL}HVDVGHYHPWRUQDUVHLQVWUXPHQWRVHGXFDWLYRVSDUDFRPSRVLomRGDHVFULWDHKLVWyULDORFDOKDMDYLVWDTXHDRUDOLGDGHpXPDKHUDQoD
TXHGHYHVHUH[SORUDGDSHORIDFLOLWDGRUQDVGHVFRQVWUXo}HVHFRQVWUXo}HVGDLPDJHPGR
QHJURQDVRFLHGDGHEUDVLOHLUD
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GH)RUPDomR+XPDQDHPFRQVRQkQFLDFRPRVHL[RVHVWUXWXUDQWHVconhecimento, 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
FULWLFDFLGDGm6RPDGRDHVVHVDHGXFDomRHVFRODUTXLORPERODWHPFRPRHVSHFLILFLGDGHVGHHL[RVD$QFHVWUDOLGDGH7UDEDOKR$XWRQRPLDH7HFQRORJLD6RFLDO 89; TerULWyULR 'LYHUVLGDGH &XOWXUDO H 6XVWHQWDELOLGDGH H 'LYHUVLGDGH GH FRQKHFLPHQWRV
RV TXDLV JDUDQWHP D TXDOLGDGH GH HQVLQR DSUHQGL]DJHP GRVDV HGXFDQGRVDV
quilombolas.
Ancestralidade
(VVHUHIHUHQFLDOUHPHWHPDSHQVDUDHGXFDomRHVFRODURFXUUtFXORDRUJDQL]DomRHRHQVLQRGHFRQWH~GRVQRSURFHVVRHGXFDWLYRHPTXHDDQFHVWUDOLGDGHSHUSDVVDQRVYDULDGRVVDEHUHVWpFQLFDVIRUPDGHUHOLJLRVLGDGHFRQKHFLPHQWRVHVDEHUHV
TXLORPERODVQDSURGXomRGHEHQVPDWHULDLVHLPDWHULDLVHHOHPHQWRVFXOWXUDLVDIULFDQRVUHHODERUDGRVQDGLiVSRUD(VVDYLVmRGDDQFHVWUDOLGDGHHVWDEHOHFHSUiWLFDVHGXFDWLYDVHFRQWH~GRVVLJQL¿FDWLYRVSDUDDIRUPDomRLQWHOHFWXDOHLGHQWLGDGHQHJUDV,VVR
IDFLOLWDUi UHFRQKHFLPHQWR YDORUL]DomR H DSUHQGL]DJHQV GH FRQKHFLPHQWRV DQFHVWUHV
DIULFDQRVQRFRQMXQWRGHFRQKHFLPHQWRVHODERUDGRVSHORVGLYHUVRVJUXSRVpWQLFRVH
UDFLDLVQDIRUPDomRHKLVWyULDGDKXPDQLGDGH$VVLPDDQFHVWUDOLGDGHWDPEpPFXPSUHXPSDSHOVLJQL¿FDWLYRQRSURFHVVRGHDSUHQGL]DJHPHPFRQH[mRFRPDidentidade negra e quilombola.
Trabalho, Autonomia e Tecnologia Social
$ TXDOLGDGH GD IRUPDomR GRV HVWXGDQWHV FRQVLGHUD DV GLPHQV}HV VRFLRSROtWLFRSURGXWLYD (GXFDomR HVFRODU TXLORPEROD GHYH FRQVLGHUDU R WUDEDOKR HQTXDQWR
SULQFtSLRHGXFDWLYRHDXWRQRPLDQDTXDODWHFQRORJLDVRFLDOGHYHVHUGHVHQYROYLGD
HQTXDQWRFRQKHFLPHQWRHSHVTXLVDDVHUYLoRGDFRPXQLGDGHLQWHUUHODFLRQDQGRFLrQFLDHVDEHUWUDGLFLRQDODRFRQKHFLPHQWRFLHQWL¿FRVLJQL¿FDWLYRSDUDDFRPXQLGDGH
quilombola.
Território, Diversidade Cultural e Sustentabilidade
2FRQMXQWRGHVVHUHIHUHQFLDOUHODFLRQDVHDFXUUtFXORTXHFRQWHPSOHDGLYHUVLGDGH
FXOWXUDOGRVTXLORPERVHVXDLQIHUrQFLDQDGLQkPLFDGDVFRPXQLGDGHVTXHTXDOL¿FDR
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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
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‡ $VTXHVW}HVVRFLRHFRQ{PLFDVQRVWHUULWyULRVTXLORPERODV
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‡ (VSHFL¿FLGDGHKLVWyULFDHFXOWXUDOGRVTXLORPERV
‡ A religiosidade nos quilombos.
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‡ Cosmologia e visão de mundo dos diferentes povos da diáspora;
156
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Matemática90
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Linguagens, Códigos e suas Tecnologias
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‡ Língua Portuguesa
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em Cultura e Artesanato Quilombola, Prática em Técnica Agrícola Quilombola e
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‡ ,QWURGXomRDR&RRSHUDWLYLVPRHjSURGXomRDJUtFROD
‡ 3URMHWRGH7pFQLFDV$JUtFRODVHP(VSDoR4XLORPEROD
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‡ $$JULFXOWXUD)DPLOLDUQD&XOWXUD4XLORPEROD
Orientações Curriculares das Diversidades Educacionais
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‡ Arte de Plantio em Espaço Quilombola;
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‡ 6XVWHQWDELOLGDGHH7pFQLFDVGH3URGXomR$JUtFRODHP(VSDoR4XLORPEROD
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liberdade.
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HGXFDomRHjHVFRODHHVVHIDWRDPSOLDR³SRVVtYHO´PDOHQWHQGLGReFRPVLWXDo}HV
FRPRHVVDVTXHR(VWDGRWHPVHGHSDUDGRHFRPDVTXDLVSUHWHQGHVXSHUDUDSDUWLUGD
&RQVWUXomRGR3ODQRSDUDR6LVWHPD3HQLWHQFLiULR
$VRFLHGDGHWDPEpPQmRFRPSUHHQGHTXHRVXMHLWRSULYDGRGHOLEHUGDGHVHMDSURGXWRGDLQLTXLGDGHHGDVLQMXVWLoDVIRUMDGDVSRUHODSUySULD(QWUHRVIDWRUHVTXHSURPRYHP DV GHVLJXDOGDGHV SRGHPRV FLWDU D H[SORUDomR GRV WUDEDOKDGRUHV H FRQGLo}HV GH
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GLUHLWRVHQWUHRVTXDLVjHGXFDomR
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LPDJLQiULR VRFLDO R VXMHLWR UHFOXVR QmR GHYH FRQYLYHU FRP QHQKXPD PDQLIHVWDomR GH
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responsável.
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riqueza, entre outros.
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RVPHLRVGHVREUHYLYrQFLDQHPVHPSUHGHIRUPDOtFLWD(VWDVLWXDomRGHH[FOXVmRVRFLDO
SROtWLFDHHFRQ{PLFD³HPSXUUD´DOJXQVVXMHLWRVDRVDWRVGHGHOLQTXrQFLDHFRQWUDYHUVmR
FRPR~QLFDDOWHUQDWLYDGHVXSHUYLYrQFLDKDMDYLVWDTXHQHPVHPSUHWrPSRVVLELOLGDGHV
GHID]HUHVFROKDV
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GHVXPDQL]DomRGRVSUHVRV$VSULV}HVFRPRDYDOGDVRFLHGDGHWrPVLGRHVWHOXJDU
Orientações Curriculares das Diversidades Educacionais
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FRPDLQVHJXUDQoDGHVFRQ¿DQoDPHGRHLQGLIHUHQoDSDUDFLWDUDOJXQVSRXFRVIDWRUHV
SUHVHQWHVQRFRWLGLDQRGHVVHVVXMHLWRV
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VH WHP ERDV OLo}HV D DSUHQGHU HRX HQVLQDU 1HVWH FRQWH[WR D SHVVRD SUHVD TXDQGR
SRVWDHPOLEHUGDGHPHVPRVHSUHWHQVDPHQWHDSUHQGHVVH³DOLomR´GLDQWHGRHVWLJPDH
GRSUHFRQFHLWRFRPHIHLWRWHQGHDUHWRUQDUjSULVmR1mRpQHFHVViULRVHUERPSHVTXLsador 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[SOLFDUSRUTXHRSHQVDPHQWRGRPLQDQWHpRGHTXHQmRH[LVWHUD]mRSDUDVHLQYHVWLUQDHGXFDomRGRVXMHLWR
SULYDGRGHOLEHUGDGH6HJXLQGRDPHVPDOyJLFDTXHSUHWH[WRWHULDSDUDVHLQYHVWLUQD
IRUPDomR GH TXHP p UHVSRQViYHO SHOD H[HFXomR SHQDO99 VH HVWH VHTXHU UHFRQKHFH R
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(PJHUDOQmRVHFRPSUHHQGHDHGXFDomRFRPRLQVWUXPHQWRFDSD]GHWUDQVIRUPDU
RSUHVRHDVXDUHDOLGDGH7DOFRQFHSomRQmRUDURWDPEpPpPXLWDVYH]HVDFRQFHSomRGDSUySULDIDPtOLDGRGHWHQWR'HPDQHLUDTXHDHGXFDomRpHPPXLWRVFDVRVR
~QLFRHVSDoRRQGHHVWHVXMHLWRUHFHEHDOJXPDVSRXFDVGHPRQVWUDo}HVGHDIHWRFRQWULbuindo para essa transformação.
eQHFHVViULRTXHDRIHUWDVHMDFDSD]GHIDYRUHFHUDPHOKRULDGDFRQGLomRGHYLGD
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SHODHGXFDomRGHVVDVSHVVRDVHQWHQGHPDLPSRUWkQFLDWDQWRGDHVFRODUL]DomRTXDQWR
GRWUDWDPHQWRKXPDQL]DQWHTXHWHPRVUHJLVWUDGRJDQKRVVLJQL¿FDWLYRV
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(QWHQGHPRVTXHWRGRVQyVGDVRFLHGDGHVRPRVDJHQWHVUHVSRQViYHLVSHODH[HFXomRSHQDOQRHQWDQWRQRWH[WR
HVWDPRVFRQVLGHUDQGRDIRUPDomRGDTXHOHTXHGLUHWDPHQWHHVWiHPFRQWDWRFRPRSUHVRDJHQWHVSURIHVVRUHV
GLUHWRUHVRULHQWDGRUHVHRXWURV(VWDH[HFXomRpUHJLGDSHOD/HLGH([HFXomR3HQDO±/(3±/HLQž
(QWHQGHVHD([HFXomR3HQDOFRPRRFXPSULPHQWRLQWHJUDOGLVSRVWRQDVHQWHQoDHDUHLQVHUomRVRFLDOGRFRQGHnado (MIRABETE, 1997).
227
Orientações Curriculares das Diversidades Educacionais
HPFRQGLo}HVGHFRPSHWLUSRUSRVWRVQRPHUFDGRGHWUDEDOKR6LWXDomRFRPSURYDGDPHQWHUHVSRQViYHOSHODUHFOXVmRGHSDUWHVLJQL¿FDWLYDGDVSHVVRDVTXHVHHQFRQWUDP
QHVWDFRQGLomRGHSULYDomR1HVWDSHUVSHFWLYDVHDSRVWDQD$UWLFXODomRHQWUH(GXFDomR
HD(FRQRPLD6ROLGiULDFRPRPDQHLUDGHIDYRUHFHUDSHVVRDSUHVDVHRUJDQL]DUGHIRUma autogestionada100SDUDSURGX]LUVXDH[LVWrQFLDRXPHOKRUDVXDLQVHUomRQRPXQGR
do trabalho101'HQWURRXIRUDGDVXQLGDGHVGXUDQWHHDSyVVXDGHWHQomR(VWDVLWXDomR
UHIRUoDDLPSRUWkQFLDGHVHLQFOXLUD(FRQRPLD6ROLGiULDQHVWDVRULHQWDo}HVFXUULFXODUHV
GD(-$DVVLPFRPRSDUDD(GXFDomRQDV3ULV}HV$RYROWDUjVRFLHGDGHR6LVWHPD3HQLWHQFLiULRWDPEpPGHYHJDUDQWLUDFRQWLQXLGDGHGRVHVWXGRVDRVVHXVHJUHVVRV
$(GXFDomRGH-RYHQVH$GXOWRVQR6LVWHPD3HQLWHQFLiULRSUHFLVDVHUFDUDFWHUL]DGDSRUQRUPDVHSURFHGLPHQWRVSUySULRV3RULVVRDQHFHVVLGDGHGDLPSOHPHQWDomRGH
XPD3ROtWLFDGH(GXFDomRGH-RYHQVH$GXOWRVSDUDRQRVVR(VWDGRFDSD]GHRULHQWDUH
QRUPDWL]DUDDomRHGXFDWLYDHPUHODomRDRVSULQFtSLRVHREMHWLYRVDGHTXDGRVDR6LVWHPD3HQLWHQFLiULR
1HVWDSHUVSHFWLYDD6HGXF07HVWiHODERUDQGRHPFRQMXQWRFRPWRGRVRVDWRUHV
HQYROYLGRVSDUDHVWDRIHUWDHGXFDWLYDDFRQVWUXomRGHXP3ODQRSDUDR6LVWHPD3HQLWHQFLiULRFXMDYHUVmRSUHOLPLQDUGHYHVHU¿QDOL]DGDHVXEPHWLGDDDQiOLVHGHVWHVDWRUHV
DVVLPFRPRIRUDPFRQVWUXtGDVHVWDV2ULHQWDo}HV
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WUDQVIRUPiOD HP Do}HV FRQFUHWDV 5HVSHLWDQGR RV DWRUHV HQYROYLGRV HP WRGD D VXD
HVSHFL¿FLGDGHFRPDSURPRomRGHSURFHGLPHQWRVTXHIDYRUHoDPDDXWRQRPLDHDFRPSHWrQFLDGHVWHVVXMHLWRV
(VWH SODQR HVWi SHQVDGR SDUD IDYRUHFHU D PHOKRULD GD TXDOLGDGH GH YLGD GHVWHV
DOXQRVGD(-$TXHVHHQFRQWUDPGHWLGRVeFRQGLomRLPSRUWDQWHjUHGXomRGRVtQGLFHV
GHUHLQFLGrQFLDTXHDLQGDVmRDOWRV
$SURSRVWDFRPSUHHQGHDo}HVTXHSRVVLELOLWHPDLQVHUomRQDVRFLHGDGHGHVVH
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KDELWDomRHWUDQVSRUWHHQWUHRXWURVGLUHLWRVVRFLDLVEiVLFRVHTXHSRUDOJXPDUD]mR
TXDOTXHUVHHQFRQWUDQHVWDVLWXDomRSULYDGRGDOLEHUGDGHPXLWDVYH]HVSRUIDOWDGH
opção.
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RQGHSURS}HDo}HVTXHFRQWULEXDPFRPRSURFHVVRGHUHVVRFLDOL]DomRGRSUHVRHGR
egresso.
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&RP HVWD ¿QDOLGDGH R *RYHUQR )HGHUDO DWUDYpV GR 0LQLVWpULR GD -XVWLoD FULRX R 3URJUDPD 1DFLRQDO GH 6HJXUDQoD3~EOLFDFRP&LGDGDQLD3521$6&,±SDUDLQFHQWLYRGHDWLYLGDGHVHFRQ{PLFDVGRVSUHVLGLiULRVHHJUHVVRV
GR6LVWHPD3HQLWHQFLiULRSDXWDGRVQD(FRQRPLD6ROLGiULDFRQWHQGROHLHVSHFt¿FDFRPYLVWDjLPSODQWDomRGH
empreendimentos.
101
Ainda que se entenda o trabalho, apenas na visão restrita de geração de emprego e renda. No Sistema Prisional
HQWHQGHPRVTXHRWUDEDOKRFRPD(FRQRPLD6ROLGiULDQHFHVVLWHVHUDLQGDPDLVGHVWDFDGRXPDYH]TXHRSULQFtSLR
EiVLFRTXHpRGDDXWRJHVWmRLPSOLFDQHFHVVDULDPHQWHDKXPDQL]DomRGRWUDEDOKRHGDVVXDVUHODo}HV
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Orientações Curriculares das Diversidades Educacionais
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PDLVDGLYHUVLGDGHLQHUHQWHj(-$&RQVWLWXHPDDPSOLDomRGDRIHUWDGD(GXFDomRGH
-RYHQVH$GXOWRVQRVHQWLGRGRFXPSULPHQWRjVH[LJrQFLDVOHJDLV1DSUiWLFDWDPEpP
WrPVLGRSURGXWRGDVOXWDVVRFLDLVSRUGLUHLWRVQHJDGRV$V2ULHQWDo}HV&XUULFXODUHVGLULJLGDVDHVWDSRSXODomRVHSDXWDPSHORVPHVPRVSULQFtSLRVHFRQFHSo}HVFRQWLGRVDR
ORQJRGHVWHGRFXPHQWRUHVSHLWDGDVDVHVSHFL¿FLGDGHVWDQWRQRTXHFRQFHUQHDRWHPSR
quanto ao espaço.
Economia solidária no Currículo da EJA
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VHXFXUUtFXOR
Trata de apontar possibilidades e alternativas a jovens e adultos estudantes, para
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quantidade e qualidade.
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SUHVHQWHHPQRVVRGLVFXUVRGHSURIHVVRUHVLQFOXVLYHGHIRUPDUHFRUUHQWHPDVVHPD
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229
Orientações Curriculares das Diversidades Educacionais
D(FRQRPLD6ROLGiULDDSHQDVQXPDFRQFHSomRUHVWULWDjJHUDomRGHHPSUHJRHUHQGD
HODSRGHFRQWULEXLUSDUDTXHRHVWXGDQWHWUDEDOKDGRUSHUPDQHoDQDHVFRODHFRQFOXLUR
FXUVRFRPVXFHVVR
0XLWRVDXWRUHVTXHSHVTXLVDPVREUHDWHPiWLFDGRWUDEDOKRKXPDQRDFUHGLWDPTXH
DVSULQFLSDLVSHFXOLDULGDGHVGRTXHFRQKHFHPRVKRMHSRU(FRQRPLD6ROLGiULDMiHVWDYDP
SUHVHQWHVQDVVRFLHGDGHVWULEDLV628=$0$5&+,(0$&+$'2&RQWXGRFRP
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2XWURSRQWRTXHFRQWULEXLXSDUDRTXHGLUtDPRVXPDPXGDQoDGHIRFRIRLRIDWRGH
TXHRKRPHPFRPHoRXDSURGX]LUPDLVGRTXHRQHFHVViULRjVXDVXEVLVWrQFLD(VVD
VLWXDomRVXVFLWRXRDF~PXORTXHHQWUHRXWURVIDWRUHVIDYRUHFHXRVXUJLPHQWRGRFDSLWDOLVPR6LPXOWDQHDPHQWHDSDUHFHUDPRVSULPHLURVVLQDLVGHUHVLVWrQFLDVDHVWHVLVWHPD
GHH[SORUDomRHGHH[FOXVmRGHWUDEDOKDGRUHV
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GRVHUKXPDQR$17($*eRXWURMHLWRGHUHFHEHUHRIHUHFHUFUpGLWRHQ¿PGH
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2GHSXWDGRIHGHUDO&DUORV$ELFDOLOGR3DUWLGRGRV7UDEDOKDGRUHVGH0DWR*URVVRWHPH[SOLFLWDGRQRVHVSDoRV
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QHFHVViULRLQGLFDDDXVrQFLDGDFRQGLomRSUHWHQGLGD&DVRSRUH[HPSORGRDGYpUELRµPDLV¶jIUHQWHGRDWULEXWR
µKXPDQR¶XWLOL]DGRQHVWHWH[WR([SUHVVDDQHFHVVLGDGHGHVHFRQVWUXLUXPDUHODomRGHWUDEDOKRDGYHUVDDHVWDEHOHFLGDSHORFDSLWDOLVPRFRPRROKDUYROWDGRDRVHUKXPDQRDRLQYpVGRFDSLWDO
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Orientações Curriculares das Diversidades Educacionais
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WUDEDOKRGDYLGDGRVDEHUHGDFULDWLYLGDGHRFXSDRHVSDoRGRFDSLWDOHGDSURSULHGDGH
privada.
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Orientações Curriculares das Diversidades Educacionais
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247
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,QGtJHQDV&XLDEi&DQDUDQDHÈJXD%RD$YDOLDomRH[WHUQDGR7HUFHLUR*UDX,QGtJHQD%DUUDGR%XJUHV
2005).
Orientações Curriculares das Diversidades Educacionais
248
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HVDEHID]HU´LVWRpXPDLQVWLWXLomRFRPRGLVFXUVRHDSUiWLFDYROWDGRVSDUDDUHFRQVWUXomRFXOWXUDO
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249
Orientações Curriculares das Diversidades Educacionais
A EDUCAÇÃO ESCOLAR E OS CICLOS DE FORMAÇÃO HUMANA
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Orientações Curriculares das Diversidades Educacionais
250
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251
Orientações Curriculares das Diversidades Educacionais
EIXOS TEMÁTICOS
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Os educandos devem estar aptos a:
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Orientações Curriculares das Diversidades Educacionais
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Orientações Curriculares das Diversidades Educacionais
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c) Autoavaliação do estudante e do professor
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desempenho.
d) Confecção de pastas individuais.
As pastas individuais possibilitam ao professor reunir e arquivar os trabalhos mais
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longo do ano.
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Sugestão 1
Eixo Temático: 'LYHUVLGDGHeWQLFDH&XOWXUDO
Tema: O respeito às pessoas
Ciclo: Primeiro
Tempo de duração: GHGXDVDFLQFRDXODV
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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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265
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Planeta Terra, Ambiente e Biodiversidade
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maneira que a interação entre os seres
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indígenas;
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espíritos da natureza;
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Orientações Curriculares das Diversidades Educacionais
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Orientações Curriculares das Diversidades Educacionais
EIXO TEMÁTICO
SUGESTÕES DE CONTEÚDOS
Educação para Saúde
Problemas da obesidade;
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279
Orientações Curriculares das Diversidades Educacionais
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Planeta Terra, Ambiente e Biodiversidade
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indígenas;
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Ambiente vegetal;
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Animais ameaçados e ameaçadores;
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Cosmologias dos Povos Indígenas;
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285
Orientações Curriculares das Diversidades Educacionais
EIXO TEMÁTICO
SUGESTÕES DE CONTEÚDOS
Terras, Organizações e Direitos Indígenas
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suas formas de organização e de representação, por se tratarem de temas
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não-indígenas;
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dela);
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Mapa do Brasil;
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espíritos da natureza;
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287
Orientações Curriculares das Diversidades Educacionais
EIXO TEMÁTICO
SUGESTÕES DE CONTEÚDOS
Segurança Alimentar, Trabalho e Autossustentação.
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Diálogos em língua indígena sobre temas alimentação, trabalho e renda;
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sustentação;
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verde);
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289
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EIXO TEMÁTICO
SUGESTÕES DE CONTEÚDOS
Educação para Saúde
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espíritos);
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o meio ambiente);
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Hábitos de higiene;
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Regras de alimentação;
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Ética, Justiça, Solidariedade e Paz
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gênero);
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dever de todos;
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A vida de hoje em dia;
A vida dos Antigos;
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natureza;
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Diversidade Étnica e Cultural
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outras.
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295
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Planeta Terra, Ambiente e Biodiversidade
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humanos e a natureza seja sustentada
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indígenas;
A relação Cultura e a Natureza no quotidiano:
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Cadeia alimentar;
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Orientações Curriculares das Diversidades Educacionais
EIXO TEMÁTICO
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Terras, Organizações e Direitos Indígenas
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Orientações Curriculares das Diversidades Educacionais
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Segurança Alimentar, Trabalho e Autossustentação.
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Diálogos em língua indígena sobre temas alimentação, trabalho e renda;
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$SURSULDomRXWLOL]DomRHFRQVHUYDomRGRHVSDoRJHRJUi¿FRSHORVGLIHrentes povos indígenas;
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Elaboração de pequenos projetos de manejo sustentável;
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Trabalho e autossustentação;
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$URoDWUDGLFLRQDOFRPRSURGXomRDOLPHQWDUHVXVWHQWDELOLGDGHVRFLDOH
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Desmatamento, queimada e retirada de madeira;
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sustentação;
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Orientações Curriculares das Diversidades Educacionais
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Método de queimar a roça;
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Orientações Curriculares das Diversidades Educacionais
300
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SUGESTÕES DE CONTEÚDOS
Educação para Saúde
Debate sobre saúde indígena;
A saúde indígena também tem sido um
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Grosso.
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espíritos);
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301
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Orientações Curriculares das Diversidades Educacionais
SUGESTÕES DE CONTEÚDOS
Meio ambiente e saúde;
Período de gravidez e resguardo;
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sagradas, aos mortos e à natureza. A
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natureza;
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não-indígenas;
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homem e entidades espirituais;
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dever de todos;
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A vida de hoje em dia;
A vida dos Antigos;
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Estudo dos gêneros;
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natureza;
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Liberdade, direitos e deveres;
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Planejamento familiar;
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303
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Orientações Curriculares das Diversidades Educacionais
SUGESTÕES DE CONTEÚDOS
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Responsabilidades: direitos e deveres;
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3DXOR6DUDLYD, PARO, Vitor Henrique. Administração escolar e qualidade do ensino: o que os pais
RXUHVSRQViYHLVWrPDYHUFRPLVVR"*HVWmR'HPRFUiWLFD5LRGH-DQHLUR'3$
3$8/$(XQLFH'LDV$LQWHUFXOWXUDOLGDGHQRFRWLGLDQRGHXPDHVFRODLQGtJHQDEducação Indígena&DPSLQDV63&DGHUQR&('(6Qž8QLFDPS
PEIRANO, Mariza. $IDYRUGDHWQRJUD¿D. Rio de Janeiro: Relume Dumará,1995.
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SEDUC. Novas perspectivas para o ensino médio. Cuiabá: SEDUC, 1998.
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VXEVtGLRVSDUDSURIHVVRUHVGHžHž*UDXV. %UDVtOLD0(&0$5,81(6&2
SILVA, Rosa Helena Dias da. A autonomia como valor e articulação de possibilidadesXPHVWXGRGRPRYLPHQWRGRVSURIHVVRUHVLQGtJHQDVGR$PD]RQDV5RUDLPDH$FUH
DSDUWLUGRVVHXVHQFRQWURVDQXDLV.4XLWR(TXDGRU$%<$±<$/$
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Bugres: Universidade do Estado de Mato Grosso, 2001.
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Orientações Curriculares das Diversidades Educacionais
Orientações Curriculares das Diversidades Educacionais
IMPRESSÃO:
308