SECRETARIA DE ESTADO DE EDUCAO DE MATO GROSSO

SECRETARIA ADJUNTA DE POLTICAS EDUCACIONAIS

SUPERINTENDNCIA DE DIVERSIDADES EDUCACIONAIS

ORIENTAES CURRICULARES

DIVERSIDADES EDUCACIONAIS

CUIAB-MT
2008/2009/2010

Ttulo Original: Orientaes Curriculares - Diversidades Educacionais

Copyright@ 2012 - Todos os direitos reservados.

Reviso
Aid Ftima Campos
&RUUHomR2UWRJUiFD
Leony Lemos de Almeida
(GLWRUDomR(OHWU{QLFD
Rinaldo Arajo de Almeida

FICHA CATALOGRFICA
ISBN: 978-85-88421-81-3

M433o

Mato Grosso. Secretaria de Estado de Educao.

Orientaes Curriculares: Diversidades Educacionais./
Secretaria de Estado de Educao de Mato Grosso.
Cuiab: Defanti, 2010.
308p.
1.Orientaes Curriculares. 2.Diversidades
Educacionais. 3.Educao em Direitos Humanos.
4.Diversidade Sexual. 5.Relaes de Gnero. I.Ttulo.
CDD 370

Mato Grosso
2012

Silval da Cunha Barbosa

Governador do Estado
Rosa Neide Sandes de Almeida
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Ftima Aparecida da Silva Resende
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Paulo Henrique de Oliveira
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Jorge Szablewski
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Antnio Carlos Iris
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Aid Ftima Campos
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Dbora Erilia Pedrotti Mansilla
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Catarina de Arruda Cortez
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CEP 78049-909 - Cuiab-MT - Fone: (65) 3613-6300

Secretaria Estadual de Educao

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Orientaes Curriculares para Educao Ambiental em Mato Grosso
Consultora:
0LFKHOH6DWR
Autoras do texto inicial:
Dbora Erilia Pedrotti Mansilla
Giselly Rodrigues das Neves Silva Gomes
Equipe de Colaboradores e/ou de Sistematizao:
Ceres de Moraes Gomes Lima
Giselly Rodrigues das Neves Silva Gomes
*LQR)UDQFLVFR%X]DWR
0DULD(OL]DEHWK1DVFLPHQWRGH2OLYHLUD

Orientaes Curriculares para Educao em Direitos Humanos,

Gnero e Diversidade Sexual
Autores do texto inicial:
ngela Maria dos Santos
(YD$X[LOLDGRUD)UDQoD
Gisele Marques Mateus
Leize Lima de Oliveira
Leitura crtica:
Imar Queiroz UFMT
/XFLHQH1HYHV6DQWRV81(0$7
9HUD/~FLD%RUWROLQH8)07
Equipe de Colaboradores e/ou de Sistematizao:
ngela Maria dos Santos
Cervan Gomes Ferreira
-RmR%RVFRGD6LOYD
Leize L. Oliveira
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Mendes Solange Lemes
Silviane Ramos L. da Silva

Orientaes Curriculares para Educao do Campo no Estado de Mato Grosso

Consultor:
Joo Batista Queiroz
Equipe de Colaboradores e/ou Sistematizao:
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
,OPD)HUUHLUD0DFKDGR
/HRQLFH$SDUHFLGDGH)iWLPD$OYHV
Leonir Boff
0DULD'RUDOLFHGD6LOYD
)DELR1RODVFR
Rui Leonardo Souza Silveira

Orientaes Curriculares para Educao Escolar Quilombola em Mato Grosso

Autores do texto inicial:
ngela Maria dos Santos
-RmR%RVFRGD6LOYD
Equipe de Colaboradores e/ou de Sistematizao:
ngela Maria dos Santos
Cervan Gomes Ferreira
-RmR%RVFRGD6LOYD
Leize Lima de Oliveira
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Mendes Solange Lemes
Silviane Ramos L. da Silva

Orientaes Curriculares para Educao das Relaes Etnicorraciais

em Mato Grosso
Autores do texto inicial:
ngela Maria dos Santos
-RmR%RVFRGD6LOYD

Equipe de Colaboradores e/ou de Sistematizao:

ngela Maria dos Santos
Cervan Gomes Ferreira
-RmR%RVFRGD6LOYD
Leize Lima de Oliveira
0DUFRV6GH6RX]D
Mendes Solange Lemes
Silviane Ramos L. da Silva

Orientaes Curriculares para Educao de Jovens e Adultos em Mato Grosso

Consultores:
Jane Paiva
Ins Barbosa de Oliveira
Luiz Augusto Passos

Autor Texto Inicial:

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Equipe de Colaboradores e/ou de Sistematizao:

derson de Andrade
Janaina Pereira Monteiro
Maria Luzenira Braz
Svio de Brito Costa
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Cndida C. Ribeiro Gomes
Jefferson Bento Moura
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Klber Gonalves Bignarde
Maria do Rosrio Soares Lima
Silvio Alves Nogueira
Sonizete das Graas Miranda

Orientaes Curriculares para Educao Escolar Indgena em Mato Grosso

Consultor:
'DUFL6HFFKL

Equipe de Colaboradores e/ou de Sistematizao:

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

SUMRIO

APRESENTAO .....................................................................................................................................13
ORIENTAES CURRICULARES PARA EDUCAO EM DIREITOS HUMANOS, GNERO E
DIVERSIDADE SEXUAL ..........................................................................................................................15
Apresentao ............................................................................................................................................17
EDUCAO EM DIREITOS HUMANOS ..................................................................................................19
Introduo..................................................................................................................................................21
2&XUUtFXORHRV'LUHLWRV+XPDQRV ..........................................................................................................21
3ULQFtSLRVGD(GXFDomRHP'LUHLWRV+XPDQRV .........................................................................................24
(L[RV7HPiWLFRV.........................................................................................................................................25
EDUCAO PARA RELAES DE GNERO E DIVERSIDADE SEXUAL.............................................29
Introduo..................................................................................................................................................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
$o}HVHHVWUDWpJLDV3HGDJyJLFDVSDUD(TXLGDGHGH*rQHURH'LYHUVLGDGH6H[XDO ................................49
%LEOLRJUDD .................................................................................................................................................50
ORIENTAES CURRICULARES DE EDUCAO AMBIENTAL ...........................................................53
(GXFDomR$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%LEOLRJUiFDV .........................................................................................................................72
ORIENTAES CURRICULARES PARA EDUCAO DAS RELAES ETNICORRACIAIS ...............73
Apresentao ...........................................................................................................................................75
Introduo .................................................................................................................................................76
&RPRRUJDQL]DURHQVLQRDSUHQGL]DJHPSDUDDLQFOXVmRGDVTXHVW}HVLQGtJHQDVDIULFDQLGDGHVH
DIUREUDVLOHLUD" ............................................................................................................................................78
(GXFDomRGDV5HODo}HV(WQLFRUUDFLDLVQR&XUUtFXOR................................................................................79

3UiWLFDV3HGDJyJLFDVH,QWHUGLVFLSOLQDULGDGH ..........................................................................................85
(GXFDomR,QIDQWLO .......................................................................................................................................87
Ensino Fundamental .................................................................................................................................89
Introduo..................................................................................................................................................89
&LFORGH)RUPDomR+XPDQD .................................................................................................................90
H&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
%LEOLRJUDD ...............................................................................................................................................104
ORIENTAES CURRICULARES PARA A EDUCAO DO CAMPO ..................................................107
Apresentao ..........................................................................................................................................109
$&RQVWUXomRGHXPD(GXFDomRGR&DPSRQR%UDVLO ............................................................................ 111
O Estatuto da Terra ................................................................................................................................. 115
$(GXFDomRGR&DPSRQR(VWDGRGH0DWR*URVVR ................................................................................ 119
8PSURFHVVRHPFRQVWUXomR ................................................................................................................... 119
7HPiWLFDV3HGDJyJLFDV...........................................................................................................................122
A Construo da Cidadania ....................................................................................................................123
Terra e Trabalho ......................................................................................................................................124
2V3RYRVGR&DPSRLGHQWLGDGHVOXWDVHRUJDQL]Do}HV .......................................................................126
6RFLHGDGHV6XVWHQWiYHLV ........................................................................................................................129
0HWRGRORJLDVGDV(VFRODVGR&DPSR ....................................................................................................131
5HIHUrQFLDV%LEOLRJUiFDV .......................................................................................................................133
ORIENTAES CURRICULARES PARA EDUCAO ESCOLAR QUILOMBOLA...............................137
Introduo................................................................................................................................................139
+LVWyULDHOXWDVGDV&RPXQLGDGHV4XLORPERODV ......................................................................................140
&RQFHLWXDo}HVGH4XLORPER ...................................................................................................................141
2UJDQL]DomR(VFRODUH&XUULFXODU............................................................................................................143
(VSHFLFLGDGHGD(GXFDomR4XLORPERODH$ERUGDJHPGH(QVLQR .........................................................145
$VSHFWRVVREUHRWHPSRHHVSDoRHVFRODUHV ..........................................................................................145
$VSHFWRVVREUHPHWRGRORJLDYDORUHVDIUREUDVLOHLURV ............................................................................146
5HIHUHQFLDLVSDUDDiUHDGH&LrQFLDV+XPDQDVHVXDV7HFQRORJLDV .....................................................154
&LrQFLDVGD1DWXUH]D0DWHPiWLFDHVXDV7HFQRORJLDV ..........................................................................157
/LQJXDJHQV&yGLJRVHVXDV7HFQRORJLDV ...............................................................................................158
(QVLQR0pGLR,QWHJUDGRj(GXFDomR3URVVLRQDO(0,(3QD(GXFDomR4XLORPEROD ...........................162
(VWUXWXUDFXUULFXODU ..................................................................................................................................163

5HIHUHQFLDLVWHPiWLFRV ............................................................................................................................163
5HIHUrQFLDV%LEOLRJUiFDV .......................................................................................................................164
ORIENTAES CURRICULARES PARA A EDUCAO DE JOVENS E ADULTOS ............................167
Apresentao ..........................................................................................................................................169
)XQGDPHQWRVGHXPD3ROtWLFD3~EOLFDGH(GXFDomRGH-RYHQVH$GXOWRVSDUDR(VWDGRGH
Mato Grosso ............................................................................................................................................170
3ULQFtSLRVH'LUHWUL]HVGD3ROtWLFD3~EOLFDGH(GXFDomRGH-RYHQVH$GXOWRV ........................................174
&RQFHSo}HVDVHUHPVXSHUDGDV .............................................................................................................175
6REUHDGLYHUVLGDGHGHFRQKHFLPHQWRVGRTXHpD(-$ .........................................................................175
6REUHDVYDULDo}HVGHVHQWLGRVGHLQFOXVmR ...........................................................................................176
Fragilidade do que se sabe sobre o atendimento diversidade de sujeitos ...........................................176
6XMHLWRVGH(-$DSUHQGHPFRPRFULDQoDVHDGROHVFHQWHVGDHVFRODUHJXODU ........................................177
6XEDOWHUQLGDGHGROXJDUGRVVXMHLWRVVLOHQFLDPHQWRHH[FOXVmRGDDomRSHGDJyJLFD ...........................178
$OLJHLUDPHQWRHVXSOHWLYL]DomRGD(-$QDSUiWLFDSHGDJyJLFD ...............................................................178
(TXtYRFRVHHVWLJPDVVREUHRVVHQWLGRVGHHYDVmRHGHVLVWrQFLD ........................................................179
&RQFHSo}HVGHIRUPDomRFRQWLQXDGDYDULHGDGHGHVLJQLFDGRVVHQWLGRVHSUiWLFDV ..........................180
3UiWLFDVSHGDJyJLFDVFRPEDL[DFULWLFLGDGHFULDWLYLGDGHHVROLGDULHGDGH ..............................................181
Mais valor para a informao do que para a formao ...........................................................................181
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(-$pDSHQDVHVFRODUL]DomRFRPRDVVXPLURDSUHQGHUSRUWRGDDYLGD" ...........................................182
ORIENTAES CURRICULARES PARA A EJA: POSSIBILIDADES E ESPECIFICIDADES LOCAIS . 183
$4XHVWmRGRVFRQWH~GRVFULWpULRVGHVHOHomRHRUJDQL]DomR ...............................................................191
$VSUiWLFDVHDQRUPDWL]DomRSRVVtYHOHGHVHMiYHO .................................................................................194
Os elementos da proposta ......................................................................................................................197
2UJDQL]DomRGDRIHUWDQRHVWDGRGH0DWR*URVVRGRGLDJQyVWLFRjVSRVVLELOLGDGHV ............................201
&RQFHSo}HVHSUiWLFDVFRPSUHHQV}HV ..................................................................................................202
3HUOGHMRYHQVHDGXOWRV[SHUPDQrQFLDHDEDQGRQRGDHVFROD ...........................................................203
Repensar a EJA no estado de Mato Grosso ...........................................................................................206
4XHVW}HVHVWUXWXUDLV ...............................................................................................................................209
/LPLWDo}HVLPSRVWDVSHODLQWHUSUHWDomRGHWH[WRVOHJDLVHQJHVVDPHQWRGD(-$ ...................................209
3URIHVVRUHVGH(-$LQWHULQLGDGHDXODVDGLFLRQDLVURWDWLYLGDGHFRPRHQIUHQWDU" ..............................209
3ODQHMDPHQWRRUoDPHQWiULRDWHQGHUDGHPDQGDSRWHQFLDO ....................................................................210
3URFHVVRVGHIRUPDomRFRQWLQXDGDFRPTXHP"&RPR"4XDQGRID]HU"(VIRUoRVGHIRUPDomRQmR
FRQVHJXHPDOWHUDUDVSUiWLFDV ................................................................................................................210
3URMHWR3ROtWLFRSHGDJyJLFR333OXJDUGD(-$QR333HQRVWXUQRVFRPRUHVSRQGHUjVGHPDQGDV
de horrio dos sujeitos ............................................................................................................................ 211
/LPLWHVGDDomRGDUHGHQRLQWHULRUFRPRVXSHUDU" ...............................................................................212
Redimensionamento................................................................................................................................212
3URMHWRVHRUJDQL]DomRGDHGXFDomREiVLFDGHMRYHQVHDGXOWRV ...........................................................213

(VSDoRVTXHDWHQGHPD(GXFDomRGH-RYHQVH$GXOWRVHP0DWR*URVVR ............................................213
2V&HQWURVGH(GXFDomRGH-RYHQVH$GXOWRV&(-$V .........................................................................214
(VFRODVTXHRIHUWDPD0RGDOLGDGH(-$.................................................................................................215
(QVLQR0pGLR,QWHJUDGRj(GXFDomR3URVVLRQDOQD0RGDOLGDGH(-$- PROEJA .................................216
([DPHVGH&HUWLFDomR.....................................................................................................................218
([DPH2QOLQH ..........................................................................................................................................218
(QVLQR0pGLR(-$DGLVWkQFLD .................................................................................................................221
6RFLRHGXFDWLYRH6LVWHPD3HQLWHQFLiULR ................................................................................................222
6LVWHPD6RFLRHGXFDWLYR .........................................................................................................................222
6LVWHPD3HQLWHQFLiULR .............................................................................................................................225
(FRQRPLDVROLGiULDQR&XUUtFXORGD(-$ .................................................................................................228
$FRPSDQKDPHQWRHDYDOLDomRGDSROtWLFDS~EOLFDGH(-$ ......................................................................233
5HIHUrQFLDV%LEOLRJUiFDV .......................................................................................................................235
ORIENTAES CURRICULARES PARA A EDUCAO ESCOLAR INDGENA ..................................241
2(QVLQR%iVLFR2UJDQL]DGRSRU&LFORVGH)RUPDomR ...........................................................................243
Apresentao ..........................................................................................................................................243
%UHYH5HWURVSHFWLYD+LVWyULFDGD(GXFDomR(VFRODU,QGtJHQDHP0DWR*URVVR....................................244
$(VFROD,QGtJHQD'HVHMDGD ..................................................................................................................246
$(GXFDomR(VFRODUHRV&LFORVGH)RUPDomR+XPDQD .........................................................................249
(L[RV7HPiWLFRV.......................................................................................................................................251
(GXFDomR(VFRODUHUHDV'H&RQKHFLPHQWR ........................................................................................253
Avaliao .................................................................................................................................................260
(VWUDWpJLDV'LGiWLFDV ...............................................................................................................................262
&RQWH~GRV&XUULFXODUHVSRU&LFORGH)RUPDomR .....................................................................................266
ORIENTAES CURRICULARES PARA O PRIMEIRO CICLO ............................................................268
ORIENTAES CURRICULARES PARA O SEGUNDO CICLO ............................................................272
ORIENTAES CURRICULARES PARA O TERCEIRO CICLO............................................................280
ORIENTAES CURRICULARES PARA O ENSINO MDIO ...............................................................293
%LEOLRJUDD&RQVXOWDGD............................................................................................................................304

13

Orientaes Curriculares das Diversidades Educacionais

APRESENTAO

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(QPHVVDVRULHQWDo}HVUHHWHPXPDGDVFRQTXLVWDVGRVSURVVLRQDLVGDHGXFDomRHGRVPRYLPHQWRVVRFLDLVTXHFRQWULEXHPFRWLGLDQDPHQWHSDUDTXHDVGLYHUVLGDGHV
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de Mato Grosso.

Prof Ftima Aparecida Rezende

Secretria Adjunta de Polticas Educacionais
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das Diversidades Educacionais / Seduc-MT

15

Orientaes Curriculares das Diversidades Educacionais

ORIENTAES CURRICULARES PARA

EDUCAO EM DIREITOS HUMANOS,
GNERO E DIVERSIDADE SEXUAL

Orientaes Curriculares das Diversidades Educacionais

16

Temos o direito a sermos iguais quando a diferena nos inferioriza.

Temos o direito a sermos diferentes quando a igualdade nos
descaracteriza. As pessoas querem ser iguais, mas querem
respeitadas suas diferenas.
(Boaventura de Sousa Santos)

17

Orientaes Curriculares das Diversidades Educacionais

APRESENTAO
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Ver entrevista em http://perolasnegras-ufba.vilma-reis-os-lugares-mais.html

19

Orientaes Curriculares das Diversidades Educacionais

EDUCAO EM DIREITOS HUMANOS

Orientaes Curriculares das Diversidades Educacionais

Primeiro levaram os comunistas, mas eu no me importei

porque no era nada comigo. Em seguida levaram
alguns operrios, mas a mim no me afetou.
Porque no sou operrio. Depois prenderam os sindicalistas,
mas no me incomodei porque nunca fui sindicalista.
Logo a seguir chegou a vez de alguns padres,
mas, como no sou religioso, tambm no liguei.
Agora levaram-me a mim quando percebi, j era tarde
Bertolt Brecht

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23

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Currculo e Relaes de Gnero na Educao

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O currculo e a Diversidade Sexual

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BIBLIOGRAFIA
$%5$02:,&=$H6,/9e5,295RUJV$UPDQGR'LIHUHQoDV0RQWDQGRRTXHEUDFDEHoDGDGLYHUVLGDGHQDHVFROD&DPSLQDV633DSLUXV
AUAD, Daniela. Relaes de Gnero nas prticas escolares: da escola mista ao ideal de coeducao. 7HVH'RXWRUDGRHP(GXFDomRiUHDGH6RFLRORJLDGD(GXFDomR
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MEC/SEF, 1997. 164 pgs.
%5$6,/0(&6(&$'*rQHURH'LYHUVLGDGHQD(VFROD)RUPDomRGH3URIHVVRUDVHV
HP*rQHUR6H[XDOLGDGH2ULHQWDomR6H[XDOH5HODo}HV(WQLFRUUDFLDLV
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*UiFD;&XLDEi07
CHIDIAC, Maria Teresa Vargas; OLTRAMARI, Leandro Castro. Ser e estar drag queen:
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CHRISTO, Carlos Alberto Libnio (Frei Beto). Educao em Direitos HumanosZZZ
GKQHWRUJEUHGXFDUUHGHHGKELEEHWWRKWP
&216(/+21DFLRQDOGH&RPEDWHj'LVFULPLQDomRBrasil Sem Homofobia: Programa
GH&RPEDWHj9LROrQFLDHj'LVFULPLQDomRFRQWUD*/7%HGH3URPRomRGD&LGDGDQLD
+RPRVVH[XDO%UDVtOLD0LQLVWpULRGD6D~GH
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Declarao dos Direitos do Homem e do Cidado. ZZZZLNLSpGLDRUJ.
Declarao Mundial sobre Educao para Todos - plano de ao para satisfazer as

51

Orientaes Curriculares das Diversidades Educacionais

QHFHVVLGDGHVEiVLFDVGHDSUHQGL]DJHP$SURYDGDSHOD&RQIHUrQFLD0XQGLDOVREUH(GXFDomRSDUD7RGRV-RPWLHQ7DLOkQGLDDGHPDUoRGH7H[WRGLJLWDGR
Declarao Nacional de Independncia da Nao/Carta Africana dos Direitos Humanos (1981, Banjul).
Declarao Universal dos Direitos Humanos. ZZZPMJRYEU
Educao e Direitos Humanos, Currculo e Estratgias Pedaggicas. ZZZUHGGKEUDVLOQHWGRFXPHQWRVELEOLRWHFD
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)28&$8/70LFKHO$KLVWyULDGDVH[XDOLGDGH, v. 1: A vontade de saber. 11 ed. Rio de
Janeiro: Graal, 1988.
LEI COMPLEMENTAR 049/98'LiULR2FLDOGR(VWDGRGH0DWR*URVVR,PSUHQVD2FLDOGH0DWR*URVVRGHRXWXEURGH
LEI COMPLEMENTAR 7.040/98 'LiULR 2FLDO GR (VWDGR GH 0DWR *URVVR ,PSUHQVD
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LEI FEDERAL 9394/96 /HLGH'LUHWUL]HVH%DVHVGD(GXFDomR/'%'LiULR2FLDOGD
Unio de 23 de dezembro de 1996.
LEI FEDERAL N 8.069/90(VWDWXWRGD&ULDQoDH$GROHVFHQWH'LiULR2FLDOGD8QLmR
de 16.7.1990
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/2852*XDFLUD/RSHV. O corpo educadoSHGDJRJLDGDVH[XDOLGDGH%HOR+RUL]RQWH
(G$XWrQWLFD
/2852*XDFLUD/RSHVGnero, Sexualidade e Educao: 8PDSHUVSHFWLYDSyVHVtruturalista. 2 edio. Rio de Janeiro: Vozes, 1997.
_______________. Teoria queer: uma poltica ps-identitria para a educao. Rev.
(VWXG)HP)ORULDQySROLVYQ'LVSRQtYHOHPKWWSZZZVFLHOREUVFLHOR.
______________. Uma leitura da histria da educao sob a perspectiva do gnero.
,Q7HRULDH(GXFDomR'RVVLrGD+LVWyULDGD(GXFDomR3RUWR$OHJUH3DQQRQLFD
______. Um corpo estranho: ensaios sobre sexualidade e teoria queen. Belo Hori]RQWH$XWrQWLFDE
CHAU, Marilena. Represso sexual: essa nossa (des)conhecida. 3 ed. So Paulo:
Brasiliense, 1984.
MORENO, Montserrat Como se Ensina a Ser Menina: RVH[LVPRQDHVFROD6mR3DXOR(G&RQWH[WR

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3$50(7526 &XUULFXODUHV 1DFLRQDLV Pluralidade Cultural: orientao sexual. MiQLVWpULRGD(GXFDomR6HFUHWDULDGH(GXFDomR)XQGDPHQWDOHG%UDVtOLD

SCOTT, Joan. Gnero: uma categoria til para a anlise histrica(GXFDomRH5HDlidade, V. 20 (2), 1995.
SILVEIRA, Rosa Maria Godoy (e outros). Subsdios para a Elaborao das Diretrizes
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UFPB. Joo Pessoa PB, 2007.
ZENAIDE, Maria de Nazar Tavares. Educao em e para os Direitos Humanos: conquista e direito. In: ZENAIDE, Maria de Nazar Tavares; SILVEIRA, Rosa Maria Godoy
H',$6$GHODLGH$OYHV2UJ'LUHLWRV+XPDQRV&DSDFLWDomRGH(GXFDGRUHVHG
Joo Pessoa: Editora Universitria da UFPB, 2008, v. 2, pgs. 121-140.
VASCONCELOS, Naumi. Sexo questo de mtodo. Editora Moderna. 1994.

53

Orientaes Curriculares das Diversidades Educacionais

ORIENTAES CURRICULARES
DE EDUCAO AMBIENTAL

55

Orientaes Curriculares das Diversidades Educacionais

Educao Ambiental no Cenrio Nacional

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34

Lei 9.394 de 20/12/1996 que, em seu artigo 32, assevera que o ensino fundamental ter por objetivo a formao
bsica do cidado mediante: (...) II a compreenso do ambiente natural e social do sistema poltico, da tecnologia
das artes e dos valores em que se fundamenta a sociedade.
35
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GLPHQVmRDPELHQWDOWDPEpPHQJOREDRVDVSHFWRVVRFLDLVHFRQ{PLFRVSROtWLFRVFXOWXUDLVHKLVWyULFRV

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56

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se voltaram para a formao de estudantes do ensino mdio, ao promover inmeros
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57

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37
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36

Orientaes Curriculares das Diversidades Educacionais

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59

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A Educao Ambiental e as reas do conhecimento

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desta ou daquela organizao.
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Orientaes Curriculares das Diversidades Educacionais

60

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da forma.
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mundo que nos rodeia.
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e tudo ligado a ela, em um tempo e espao que nos reportam ao Universo em sua totalidade.

(GXFDomR$PELHQWDO6('8&07

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2DFUHVFHQWDPHQWRTXHRKRPHPID]DRPXQGRTXHQmRIH]$FXOWXUDFRPR
UHVXOWDGRGRVHXWUDEDOKRGRVHXHVIRUoRFULDGRUHUHFULDGRU2VHQWLGRWUDQVFHQGHQWDOGHVXDVUHODo}HV$GLPHQVmRKXPDQLVWDGDFXOWXUD$FXOWXUDFRPR
DTXLVLomRVLVWHPiWLFDGDH[SHULrQFLDKXPDQDFRPRXPDLQFRUSRUDomRSRULVVR
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(Paulo Freire , 1982 : 121 pgs).

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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 compreenso, compaixo e amor.
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3. Construir sociedades democrticas que sejam justas, participativas, sus-

Orientaes Curriculares das Diversidades Educacionais

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4. Assegurar a generosidade e a beleza da Terra para as atuais e as futuras
geraes.
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II. INTEGRIDADE ECOLGICA

5. Proteger e restaurar a integridade dos sistemas ecolgicos da Terra, com
especial ateno diversidade biolgica e aos processos naturais que sustentam
a vida.
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selvagens e reas marinhas, para proteger os sistemas de sustento vida da
Terra, manter a biodiversidade e preservar nossa herana natural.

67

Orientaes Curriculares das Diversidades Educacionais

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dano ambiental grave.
6. Prevenir o dano ao ambiente como o melhor mtodo de proteo ambiental
e, quando o conhecimento for limitado, assumir uma postura de precauo.
a. Agir para evitar a possibilidade de danos ambientais srios ou irreversveis, mesPRTXDQGRRFRQKHFLPHQWRFLHQWtFRIRULQFRPSOHWRRXQmRFRQFOXVLYR
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7. Adotar padres de produo, consumo e reproduo que protejam as
capacidades regenerativas da Terra, os direitos humanos e o bem-estar comunitrio.
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Orientaes Curriculares das Diversidades Educacionais

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III. JUSTIA SOCIAL E ECONMICA

9. Erradicar a pobreza como um imperativo tico, social e ambiental.
a. Garantir o direito gua potvel, ao ar puro, segurana alimentar, aos solos
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da famlia.
12. Defender, sem discriminao, direitos de todas as pessoas a um ambiente
natural e social capaz de assegurar dignidade humana, sade corporal e bem-estar
espiritual, com especial ateno aos direitos dos povos indgenas e das minorias.
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vida sustentveis.

Orientaes Curriculares das Diversidades Educacionais

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IV. DEMOCRACIA, NO-VIOLNCIA E PAZ

13. Fortalecer as instituies democrticas em todos os nveis e prover transparncia e responsabilizao no exerccio do governo, participao inclusiva na
tomada de decises e acesso Justia.
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pela ameaa de tais danos.
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14. Integrar, na educao formal e aprendizagem ao longo da vida, conhecimentos, valores e habilidades necessrias para um modo de vida sustentvel.
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vida sustentvel.
15. Tratar todos os seres vivos com respeito e considerao.
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de sofrimento.
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no-visadas.
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REFERNCIAS BIBLIOGRFICAS
$/0(,'$$4XHSDSHOSDUDDV&LrQFLDVGD1DWXUH]DHP(GXFDomR$PELHQWDO"'LVFXVVmR GH LGHLDV D SDUWLU GH UHVXOWDGRV GH XPD LQYHVWLJDomR Revista Eletrnica de
Enseansa de ls Cincias. Vol. 06, N 3. 522-537. 2007.
BRASIL. Decreto 4.281, de 25.06.2002.Regulamenta a Lei n 9.795, de 27 de abril de
TXHLQVWLWXLD3ROtWLFD1DFLRQDOGH(GXFDomR$PELHQWDOHGiRXWUDVSURYLGrQFLDV
DOU 26.06.2002.
BBBBBBBBBB0LQLVWpULRGD(GXFDomR6HFUHWDULDGH(GXFDomR&RQWLQXDGD$OIDEHWL]DomR
H 'LYHUVLGDGH QD (GXFDomR Um Retrato da Presena da Educao Ambiental no
Ensino Fundamental Brasileiro: RSHUFXUVRGHXPSURFHVVRDFHOHUDGRGHH[SDQVmR
Braslia: MEC, 2005, pg. 23.
BBBBBBBBBB0LQLVWpULRGD(GXFDomR6HFUHWDULDGH(GXFDomR&RQWLQXDGD$OIDEHWL]DomR
H 'LYHUVLGDGH QD (GXFDomR Proposta de Diretrizes Curriculares Nacionais para a
Educao Ambiental. Braslia: MEC, pg. 27.
GOMES. G. R. N. S. Educao Ambiental Escolarizada na Rede Pblica 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$720LFKqOHPolticas Pblicas em Educao Ambiental: Velho vinho engarrafado por novos enlogos.,Q6$1726*LOEHUWR&RRUG(GXFDo: WHQGrQFLDVHGHVDRVGHXPFDPSRHPPRYLPHQWR%UDVtOLD81%$13(G&HQWUR-Oeste, 2008. No prelo.
325720)GH66D~GHS~EOLFDHLQMXVWLoDDPELHQWDOQR%UDVLO,Q$&6(/5$'+
HERCULANO, S.; PDUA, J. A. Justia ambiental e cidadania. Rio de Janeiro: Relume Dumar, 2004.
Carta da Terra. Disponvel em; KWWSZZZFDUWDGDWHUUDFRPEU$FHVVRHP

73

Orientaes Curriculares das Diversidades Educacionais

ORIENTAES CURRICULARES PARA EDUCAO

DAS RELAES ETNICORRACIAIS

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Orientaes Curriculares das Diversidades Educacionais

Apresentao

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Orientaes Curriculares das Diversidades Educacionais

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3. Cincia da Natureza e Matemtica: Inserir em diversos momentos dados sobre

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Orientaes Curriculares das Diversidades Educacionais

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discrimin-las.
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o continente visto invariavelmente>DSHQDV@ como fornecedor de escravos. 
 -DFTXHVG$GHVN\3OXUDOLVPReWQLFRH0XOWLFXOWXUDOLVPR5DFLVPRH$QWL5DFLVPRQR%UDVLO Pallas. Rio de Janeiro,
2005. pg. 31.
48
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47

97

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52

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Eduardo David de Oliveira.&RVPRYLVmR$IULFDQDQR%UDVLO(OHPHQWRVSDUDXPDORVRDDIURGHVFHQGHQWH IPAD.
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56
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59

Eduardo David de Oliveira.&RVPRYLVmR$IULFDQDQR%UDVLO(OHPHQWRVSDUDXPDORVRDDIURGHVFHQGHQWH IPAD.

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CORRAZZA, Sandra Mara. Planejamento de Ensino Como Estratgia de Poltica
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&81+$30&GD'DVHQ]DODjVDODGHDXODFRPRRQHJURFKHJRXjHVFROD,QCurrculo. %HOR+RUL]RQWH$XWrQWLFD
'$'(6.<-DFTXHVPluralismo tnico e Multiculturalismo5DFLVPRH$QWL5DFLVPR
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'$0%526,28ELUDWDQEducao Matemtica: Da Teoria prtica. Campinas, So
Paulo: Ed. Papirus, 2001 - BOTELHO, Denise. Religiosidade afro-brasileira: a Lei de DiUHWUL]HVH%DVHGD(GXFDomR%UDVLOHLUDGHwww.siau.edunet.sp.gov.br
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_________________. A criana negra no Brasil. ,Q0DUFR$3DPSORQDRUJ(VFUDYLGmR([FOXVmRH&LGDGDQLD5LRGH-DQHLUR$FFHV.
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Experincia do Candombl.,Q(GXFDomR$IULFDQLGDGHV, Brasil. CEAD/UnB. 2006.

FERNANDES, Joana. ndio Esse nosso desconhecido. Cuiab: EdUFMT, 1993.
GRIGNON, Claude. Cultura Dominante, Cultura Escolar e Multiculturalismo Popular. In: SILVA, Tomaz Tadeu (org.). $OLHQtJHQDV QD 6DOD GH$XOD 8PD LQWURGXomR DRV
estudos culturais em educao3HWUySROLV9R]HVSiJV
IMBERNN, F. )RUPDomRGRFHQWHHSURVVLRQDO: formar-se para as mudanas e inFHUWH]D6mR3DXOR&RUWH]
JUNQUEIRA, Carmem. Antropologia Indgena: XPD LQWURGXomR KLVWyULD GRV SRYRV
LQGtJHQDVQR%UDVLO6mR3DXOR('8&
BRASIL. Lei de Diretrizes e Base da Educao Brasileira de 1996. www.siau.edunet.
sp.gov.br
/,0$0{QLFD)D]HQGRVRDURVWDPERUHVRHQVLQRGH+LVWyULDGDIULFDHGRVDIULFDQRV

no Brasil. Cadernos Penesb/UFF: 2005.

__________________. &RPRRVWDQWmVQDRUHVWD5HH[}HVVREUHRHQVLQRGH+LVtria da frica e dos africanos no Brasil. ,Q6DEHUHVHID]HUHVYPRGRVGHYHUFRRUGHQDomRGRSURMHWR$QD3DXOD%UDQGmR$FRUGD&XOWXUD5LRGH-DQHLUR)XQGDomR5REHUWR
Marinho, 2006.

MCLAREN, P. Multiculturalismo crtico. So Paulo: Cortez, 2000.

025(,5$$)%$ UHFHQWH SURGXomR FLHQWtFD VREUH FXUUtFXOR H PXOWLFXOWXUDOLVPR QR
%UDVLODYDQoRVGHVDRVHWHQV}HV. Revista Brasileira de Educao. n
BBBBBBB 0XOWLFXOWXUDOLVPR FXUUtFXOR H IRUPDomR GH SURIHVVRUHV ,Q RUJ&XUUtFXOR
SROtWLFDVHSUiWLFDV&DPSLQDV3DSLUXVESiJVDSiJV
0285$&DUORV(XJrQLR0DUFRQGHVGH Cultos aos Orixs, Vodus e Ancestrais nas
Religies Afro-brasileiras. Pallas: Rio de Janeiro-RJ, 2004.
0285$&DUORV(XJrQLR0DUFRQGHVGH2UJCandombl Religio de Corpo e Alma:
Tipos psicolgicos nas religies afro-brasileiros. Pallas: Rio de Janeiro-RJ, 2004.
OLIVEIRA, Eduardo David de. Cosmoviso Africana no Brasil - Elementos para uma
ORVRDDIURGHVFHQGHQWH. IPAD: Curitiba-PR, 2006.
2/,9(,5$,FRUGRelaes raciais no Brasil: alguns determinantes1LWHUyLLQWHUWH[to, 1999.
2/,9(,5$-RmR3DFKHFRGHH)5(,5(&DUORV$XJXVWRGD5RFKDA Presena Indgena na Formao do Brasil%UDVtOLD0LQLVWpULRGD(GXFDomR6HFUHWDULDGH(GXFDomR
&RQWLQXDGD$OIDEHWL]DomRH'LYHUVLGDGH/$&('0XVHX1DFLRQDO
ORTIZ, Renato. A morte branca do feiticeiro negro8PEDQGDH6RFLHGDGHEUDVLOHLUD
Brasiliense, So Paulo, 1999.

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PORTELA, FernDQGR 0,1'/,1%HWW\A Questo do ndio6mR3DXOR(GWLFD

2005.
PRANDI, Reginaldo. Mitologia dos Orixs. Cia das Letras. So Paulo-SP, 2001.
PRESTES, Miriam. Umbanda: crena, saber e prtica. Pallas: Rio de Janeiro-RJ, 1997.
RIZZINI, Irma. (org.) Crianas desvalidas, indgenas e negras no Brasil FHQDV GD
&RO{QLDGR,PSpULRHGD5HS~EOLFD5LRGH-DQHLUR868(G8QLYHUVLWiULD
ROCHA, Maria Jos e PANDOJA, Selma (org). Rompendo silncios+LVWyULDGDIULFD
QRVFXUUtFXORVGDHGXFDomREiVLFD'3&RPXQLFDo}HV/WGD%UDVtOLD')
ROCHA, Rosa Margarida de Carvalho. Educao das relaes etnicorraciais: penVDQGR UHIHUHQFLDLV SDUD D RUJDQL]DomR GD SUiWLFD SHGDJyJLFD %HOR +RUL]RQWH 0D]]D
(GLo}HV
6-XQLRU0DULR7HL[HLUDGHA inveno da alva nao umbandista: A relao entre
DSURGXomRKLVWRULRJUiFDEUDVLOHLUDHDVXDLQXrQFLDQDSURGXomRGRVLQWHOHFWXDLVGD
Umbanda (1840-1960). Dissertao. UFMS. Dourados-MS, 2004.
SANTOM, Jurjo Torres. As Culturas Negadas e Silenciadas no Currculo. In: SANTOS, Juana Elbein. Os nag e a morte.9R]HV3HWUySROLV5-
SANTOS, Marli P. dos S. O ldico na formao do educador3HWUySROLV9R]HV
SANTOS. ngela Maria dos. Falando sobre Cor/Raa em sala de aula. In: TrabalhanGRDV'LIHUHQoDVQD(GXFDomR%iVLFD/HLQRPXQLFtSLRGH&XLDEi&XLDEi07'RFXPHQWD1(35(8)07
SANTOS. Eliane Costa. Contribuio da frica e das Africanidades Brasileiras no
Ensino e Aprendizagem da Educao Matemtica: DSRUWHSDUDXPDHWQRPDWHPiWLFD
mimeo. 2007.
SILVA, Petronilha Beatriz Gonalves. Aprendizagem das africanidades brasileiras.
,Q6XSHUDQGRR5DFLVPRQDHVFROD.DEHQJHOH0XQDQJDRUJ%UDVtOLD0LQLVWpULRGD
(GXFDomR6HFUHWDULDGH(GXFDomR&RQWLQXDGD$OIDEHWL]DomRH'LYHUVLGDGH
SILVA, T.T. Documentos de identidade: uma introduo s teorias do currculo. Belo
+RUL]RQWH$XWrQWLFD
SILVA, Tomaz Tadeu da (org). Aliengenas na Sala de Aula. 3 Ed., 248 pags. Editora
Vozes.
______________________. Documentos de Identidade: Uma introduo s teorias
GRVHVWXGRVFXOWXUDLVHPHGXFDomR3HWUySROLV9R]HVSiJV
SILVA, Vagner Gonalves da. Candombl e Umbanda: Caminhos da devoo brasileiUDWLFD6mR3DXOR63
628=$$QD/~FLD6LOYD>HWDO@O que os brinquedos esto falando? Braslia: Fundao Cultural Palmares, 2005.
ZABALA, A. A prtica educativa:FRPRHQVLQDU3RUWR$OHJUH$UWPHG

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ORIENTAES CURRICULARES
PARA A EDUCAO DO CAMPO

Orientaes Curriculares das Diversidades Educacionais

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A inveno das novas formas de sociabilidade Viver na fronteira

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numa questo pessoal, assumir uma espcie de responsabilidade
pessoal que cria uma transparncia total entre os atos e as suas
consequncias. Na fronteira, vive-se a sensao de estar a participar
na criao de um novo mundo.
Boaventura S. Santos

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A CONSTRUO DE UMA EDUCAO

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desaparecer em mim a esperana.
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no estado de Gois, sob a liderana do Partido Comunista Brasileiro PCB. (MARTINS,
1986, b, pg. 67 e seguintes).

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rural brasileira (MARTINS, 1985).
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124s).
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do mesmo ano, o (VWDWXWRGD7HUUDIRLDSURYDGRFRPR/HL1'RFXPHQWRQR
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s Reformas de Base70 do Governo Joo Goulart; ainda que propusesse a reforma
DJUiULD R SUySULR SUHVLGHQWH HUD SURSULHWiULR GH YDVWDV iUHDV GH WHUUD QD IURQWHLUD
entre Brasil e Argentina. No poderia o Governo permitir que o problema de reforma
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integrao da Amaznia.

O Estatuto da Terra
2(VWDWXWRGD7HUUDSRGHVHULGHQWLFDGRFRPRDSULPHLUDOHJLVODomRIXQGLiULDEUDVLOHLUDTXHLQFRUSRUDVLJQLFDWLYDVGLPHQV}HVDJUiULDVRXVHMDDSUHRFXSDomRGROHJLVODGRUQmRHUDDSHQDVUHJXODPHQWDURDFHVVRjWHUUDSHUFHEHQGRVHXPDIRUWHLQWHQomR
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BRASIL, Mensagem N 556, de 26/10/1964.

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Governo Joo Goulart.
71
BRASIL, Mensagem N 556, de 26/10/1964.
72
BRASIL, Mensagem N 556, de 26/10/1964.
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da promulgao da Constituio de 1988.
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'RFXPHQWR)LQDOGD,&RQIHUrQFLD1DFLRQDOGH(GXFDomRGR&DPSR/X]LkQLD
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GARCIA, Rodney. Consolidao das Polticas Educacionais do Campo. Tangar da
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Rio de Janeiro: Vozes, 2005.
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3DXOR([SUHVVmR3RSXODUSiJV
*87,55(=)UDQFLVFR 35$'2&UX]Ecopedagogia e cidadania planetria. So
3DXOR,QVW3)UHLUH&RUWH]&ROHomR*XLDGD(VFROD&LGDGmYRO
.2//,1*(GJDU-RUJH1(5<,UPmR,VUDHO-RVp02/,1$0{QLFD&DVWDJQDPor Uma
Educao Bsica do Campo. Vol. 1. Braslia: Fundao Universidade de Braslia, 1999,
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visibilidade social. Mato Grosso: Ida Editora, 2004.
MARTINS, Jos de Souza. A sociabilidade do homem simplesFRWLGLDQRHKLVWyULDQD
PRGHUQLGDGHDQ{PDODHGYHUHDPSO6mR3DXOR&RQWH[WR
MATURANA, Humberto. Amar e brincarIXQGDPHQWRVHVTXHFLGRVGRKXPDQRGRSDWULDUFDGRjGHPRFUDFLD6mR3DXOR3DODV$WKHQD
MEC. Relatrio do Seminrio sobre Educao do Campo. Braslia, outubro de 2003.
0(& 6HFUHWDULD GH (GXFDomR &RQWLQXDGD $OIDEHWL]DomR H 'LYHUVLGDGH 5HIHUrQFLDV
SDUDXPDSROtWLFDQDFLRQDOGHHGXFDomRGRFDPSRCaderno de subsdios. CoordenaomR0DULVH1RJXHLUD5DPRV7HOPD0DULD0RUHLUD&ODULFH$SDUHFLGDGRV6DQWRV
ed. Braslia; MEC, SECAD, 2005.
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_____. A religao dos saberes R GHVDR GR VpFXOR ;;, 5LR GH -DQHLUR %HUWUDQG
Brasil, 2002.
3$/0$6{QLD2/,9(,5$0DULD(OL]DEHWH6$720LFKqOHEntre ncoras e voos: a

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Janeiro, 2009.
3,675$.0RLVHL0LNKDLORYLFKFundamentos da Escola do Trabalho. So Paulo: EdiWRUD([SUHVVmR3RSXODU
QUEIROZ, Joo Batista Pereira de. Construo das Escolas Famlias Agrcolas no
Brasil.(QVLQR0pGLRH(GXFDomR3URVVLRQDO%UDVtOLD8Q%7HVH'RXWRUDGR
Universidade de Braslia.
RECK, Jair. (org.). Novas Perspectivas para Educao do Campo em Mato Grosso.
&RQWH[WRV5(VLJQLFDQGRDDSUHQGL]DJHPHDYLGD6HGXF07
SANTOS, Boaventura de Sousa. Para um novo senso comumDFLrQFLDRGLUHLWRHD
SROtWLFDQDWUDQVLomRSDUDGLJPiWLFD6mR3DXOR&RUWH]
SANTOS, Boaventura de Souza. A crtica da razo indolenteFRQWUDRGHVSHUGtFLRGD
H[SHULrQFLD6mR3DXOR&RUWH]
62%5$/)HUQDQGD$QW{QLDGD)RQVHFDEducao para a Competitividade ou para
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Paulo, n 1, pg. 3-11, 2000.

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ORIENTAES CURRICULARES PARA

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(pag. 290-292).

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escravocrata, pela implantao de uma outra estrutura poltica na qual se encontraram
todos os oprimidos >@negros, ndios e brancos>@ (MUNANGA, 2001, pg. 30).
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perdurou por muito tempo e tornou-se mais abrangente na atualidade.
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Ver Anjos, 2005, pg. 27.

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149

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Musicalidade
(VWDFRQWULEXLQDGLPHQVmRPHWRGROyJLFDHPXPDVSHFWRLPSRUWDQWHFRQVLGHUDQGR
que:
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YLYD]HDOHJUHFRPRSRVVLELOLGDGHGHFRQVWUXomRSURGXomRHDSUHQGL]DJHPGRVFRQWHdos de forma prazerosa.

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$WOkQWLFRHPWXPEHLURVHVFUDYL]DGRKXPLOKDGRPDVTXHQmRSHUGHXDFDSDFLGDGHGHVRUULUGHEULQFDUGHMRJDUHGHGDQoDUHDVVLPFRQVHJXLXPDUFDUDFXOWXUDGHXPSDtVFRPHVVHSURIXQGRGHVHMRGHYLYHUHVHUIHOL]SRLVLVVRUHVXPH
DOXGLFLGDGHQDSHUVSHFWLYDDIDYRUGDYLGDGDKXPDQLGDGHHGDVREUHYLYrQFLD
$DOHJULDIUHQWHDRUHDODRFRQFUHWRDRDTXLHDJRUDGDYLGD85

'HQWURGHXPFRQWH[WRGHOXGLFLGDGHHVWiLPSUHVVRRXVRGHLQVtJQLDVTXHIDYRUHFHPDOLJDomRGRUHDOHRVLPEyOLFRSUHVHQWHQRVULWXDLVGDFXOWXUDGRVJUXSRVVRFLDLV
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85

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Orientaes Curriculares das Diversidades Educacionais

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WXUDLVSUHVHQWHVQRVHVSDoRVHWHUULWyULRVTXLORPERODVGHYHQGRSRUWDQWRVHUH[SORUDGDV
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$VVLPRDHGXFDGRUDGHYHFRQVLGHUDURVDVSHFWRVFRQFHLWXDLVHFXOWXUDLVGDFRRSHUDWLYLGDGHFRPXQLWDULVPR GH IRUPD KROtVWLFD QR SURFHVVR GH HQVLQRDSUHQGL]DJHP
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Religiosidade
$5HOLJLRVLGDGHpXPDSHUFHSomRGHPXQGRHGHUHODomRFRPRRXWURLQGHSHQGHQte da religio. Compreendendo que:
5HOLJLRVLGDGHpPDLVGRTXHUHOLJLmRpXPH[HUFtFLRSHUPDQHQWHGHUHVSHLWRj
YLGDHGRDomRDRSUy[LPR$SURSyVLWRHPWHPSRVGHWDQWDYLROrQFLDJUDWXLWD
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da natureza, todos os seres87.

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HPDSUHQGL]DJHPGHYDORUHVFRQYtYLRFRPDVGLIHUHQoDVIRUWDOHFLPHQWRGDpWLFDSHUVHYHUDQoDHUHVSHLWRDWRGRVRVHOHPHQWRVGDQDWXUH]D$HGXFDomRHVFRODUTXLORPER 9HU'XUNKHLQ'DYLG(PLOH&ROHomR*UDQGH&LHQWLVWDV6RFLDLV6mR3DXOR(GLWRUDWLFDeGXFDWLRQHW6RFLRORJLH3DULV)$OFDQ6mR3DXOR0HOKRUDPHQWRV>VG@
87
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86

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SDUDDTXHOHVTXHIRUDPDUUDQFDGRVGHVXDVWHUUDV

Ancestralidade
4XDQWR j DQFHVWUDOLGDGH /RSHV  SiJ  VDOLHQWD TXH WRGR VHU KXPDQR
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Referenciais Curriculares
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$HGXFDomRTXDQGRLQFOXLDFXOWXUDDIULFDQDWRUQDHYLGHQWHRFRQKHFLPHQWRGHVVH
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pg. 15).
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Orientaes Curriculares das Diversidades Educacionais

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Irmandades e Quilombos.
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153

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FULWLFDFLGDGm6RPDGRDHVVHVDHGXFDomRHVFRODUTXLORPERODWHPFRPRHVSHFLILFLGDGHVGHHL[RVD$QFHVWUDOLGDGH7UDEDOKR$XWRQRPLDH7HFQRORJLD6RFLDO 89; TerULWyULR 'LYHUVLGDGH &XOWXUDO H 6XVWHQWDELOLGDGH H 'LYHUVLGDGH GH FRQKHFLPHQWRV

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quilombolas.

Ancestralidade
(VVHUHIHUHQFLDOUHPHWHPDSHQVDUDHGXFDomRHVFRODURFXUUtFXORDRUJDQL]DomRHRHQVLQRGHFRQWH~GRVQRSURFHVVRHGXFDWLYRHPTXHDDQFHVWUDOLGDGHSHUSDVVDQRVYDULDGRVVDEHUHVWpFQLFDVIRUPDGHUHOLJLRVLGDGHFRQKHFLPHQWRVHVDEHUHV
TXLORPERODVQDSURGXomRGHEHQVPDWHULDLVHLPDWHULDLVHHOHPHQWRVFXOWXUDLVDIULFDQRVUHHODERUDGRVQDGLiVSRUD(VVDYLVmRGDDQFHVWUDOLGDGHHVWDEHOHFHSUiWLFDVHGXFDWLYDVHFRQWH~GRVVLJQLFDWLYRVSDUDDIRUPDomRLQWHOHFWXDOHLGHQWLGDGHQHJUDV,VVR
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Trabalho, Autonomia e Tecnologia Social

$ TXDOLGDGH GD IRUPDomR GRV HVWXGDQWHV FRQVLGHUD DV GLPHQV}HV VRFLRSROtWLFRSURGXWLYD (GXFDomR HVFRODU TXLORPEROD GHYH FRQVLGHUDU R WUDEDOKR HQTXDQWR
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quilombola.

Territrio, Diversidade Cultural e Sustentabilidade

2FRQMXQWRGHVVHUHIHUHQFLDOUHODFLRQDVHDFXUUtFXORTXHFRQWHPSOHDGLYHUVLGDGH
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Orientaes Curriculares das Diversidades Educacionais

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Diversidade de Conhecimento
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dignidade e respeito humano.
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Referenciais sugeridos:
Histria
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 Organizao dos quilombos no Brasil;
 Legalizao das terras quilombolas;
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 Os quilombos em Mato Grosso.

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 &DUWRJUDDHWQLFRUUDFLDO
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 A religiosidade nos quilombos.
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 Cosmologia e viso de mundo dos diferentes povos da dispora;

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Matemtica90
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Linguagens, Cdigos e suas Tecnologias

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danas e outras.
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Lngua Estrangeira
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denominada de Cincias e Saberes Quilombolas LQWHJUDGD jV GLVFLSOLQDV Prticas
em Cultura e Artesanato Quilombola, Prtica em Tcnica Agrcola Quilombola e
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 Arte de Plantio em Espao Quilombola;

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atender, portanto, jovens e adultos tanto no ensino Fundamental quanto no Mdio.
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Espaos que atendem a Educao de Jovens e Adultos em Mato Grosso

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oferta. Visa a outros sujeitos dentro da diversidade que a EJA.
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que a organizao da oferta nos Centros de EJA disponibiliza. Esta oferta tende ajudar a
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Assim, o EMEJA mais uma forma de organizar esta oferta de maneira a adequar
a realidade legislao vigente e atender um direito subjetivo, de uma populao, que a
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D.O.U. de 09/04/98.

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devero ser pensadas para atender parte da diversidade, que ainda no se ajustou a
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Socioeducativo e Sistema Penitencirio

Sistema Socioeducativo
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outras duas fazem parte das medidas no-privativas.
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GHUHODo}HVHVVHQFLDOjIRUPDomRGRDGROHVFHQWH

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que o de no-jovens.
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Em relao preparao do sujeito para o mundo do trabalho, igualmente imSRUWDQWHDVVHJXUDURTXHSUHYrRDUWLJRGR(&$&RPHVWDQDOLGDGHHVWDEHOHFHU
98

 $OJXQVDGROHVFHQWHVHPFRQLWRFRPD/HLUHFHEHPPHGLGDVPDLVORQJDVGHSHQGHQGRGDLQIUDomR'HVWHPRGR
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6HJXQGRR(VWDWXWRGD&ULDQoDHGR$GROHVFHQWH(&$VmRFRQVLGHUDGRVDGROHVFHQWHVSHVVRDVFRPDLGDGH
entre 12 a 18 anos.

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forma, sua autoestima.

225

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Orientaes Curriculares das Diversidades Educacionais

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pelo parabrisa - para frente - poderamos dizer que a sociedade no est preparada e/
ou no se dispe a receb-lo.
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das redes cotidianas. In: OLIVEIRA, Ins B. A pesquisa no/do cotidiano das escolas:
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_________. Decreto n 5.622, de 19 de Dezembro de 2005. Regulamenta o Art. 80 da
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MEC, fev. 2006.
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Janeiro: Vozes, 1994.
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_________. Parecer CNE/CEB n 15/98.'LUHWUL]HV&XUULFXODUHV1DFLRQDLVSDUDR(QVLno Mdio. Braslia, 1998.
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_________. Resoluo CNE/CEB n 3/98.,QVWLWXLDV'LUHWUL]HV&XUULFXODUHV1DFLRQDLV
para o Ensino Mdio. Braslia, 1998.
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_________. Parecer CNE/CEB n 11/2000.'LUHWUL]HV&XUULFXODUHVSDUDD(GXFDomRGH
Jovens e Adultos. Braslia, 2000.
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FAZENDA, Ivani. Metodologia de pesquisa educacional. So Paulo: Cortez, 2000.
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FREIRE, Paulo. Pedagogia do oprimido. Rio de Janeiro. Paz e Terra, 1976.

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GALEANO, Guilherme. 2PpWRGRFLHQWtFRWHRULDHSUiWLFD. So Paulo: Harbra, 1990.
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KUENZER, A.Z. Ensino de 2 grau: o trabalho como princpio educativo. So Paulo:
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MORIN, Edgar. Introduo ao pensamento complexo. 2 ed. Lisboa: Instituto Piaget,
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de Conselheiros. So Paulo: Ed. Autor, 1998.
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Orientaes Curriculares das Diversidades Educacionais

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AVALIAO

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c) Avaliao FinaleXPPRPHQWRLPSRUWDQWHGHDYDOLDomRTXHRFRUUHQRQDOGH
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DFRPSDQKDWRGRSURFHVVRGHHQVLQRDSUHQGL]DJHP6HUYHWDPEpPSDUDGDUDRSURIHVsor os elementos fundamentais para a realizao do seu planejamento, pois revela as
FDUDFWHUtVWLFDVGRVDOXQRVFRQKHFLPHQWRVTXHWUD]HPHVXDVFXULRVLGDGHVGLFXOGDGHV
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a) As produes individuais e coletivas.

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As atividades que os estudantes desenvolvem ao longo do ano, de forma individual
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DQDOLVDU R SURFHVVR HGXFDWLYR PRVWUDQGR RV DYDQoRV H RV SUREOHPDV H LQGLFDQGR DV
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b) Registros contnuos
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FDGHUQRVGHFDPSRUHODWyULRVRXFKDVLQGLYLGXDLV
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GLFXOGDGHVHQFRQWUDGDV

Orientaes Curriculares das Diversidades Educacionais

262

c) Autoavaliao do estudante e do professor

eLPSRUWDQWHTXHDOXQRVHSURIHVVRUHVWHQKDPRSRUWXQLGDGHVUHJXODUHVSDUDUHHWLUVREUHDVXDDWXDomR$RHVWDEHOHFHUHPXPGHWHUPLQDGRSHUtRGRGHWHPSRXPPrV
SRUH[HPSORHDYDOLDUHPRTXHQHOHRFRUUHXVHUiSRVVtYHOSHUFHEHUFRPPDLRUSUHFLVmR
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desempenho.

d) Confeco de pastas individuais.

As pastas individuais possibilitam ao professor reunir e arquivar os trabalhos mais
LPSRUWDQWHVUHDOL]DGRVLQGLYLGXDOPHQWHHSHORVJUXSRV$UHXQLmRGHVVDVSURGXo}HVSRGHUi DX[LOLiOR QD DYDOLDomR GDV FDSDFLGDGHV SUREOHPDV H UHVXOWDGRV DOFDQoDGRV DR
longo do ano.
$RFRQFOXLUXPGHWHUPLQDGRSHUtRGRGHHVWXGRVFLFORDQRRXVHPHVWUHRSURIHVVRUSRGHUiDYDOLDUFRPEDVHQDVSURGXo}HVREWLGDVFRPRHVWiRFRUUHQGRDHYROXomR
GRSURFHVVRGHDSUHQGL]DJHPGHFDGDHVWXGDQWH

VII Etapa Haiy Alto Xingu 517 - SEDUC/MT

ESTRATGIAS DIDTICAS
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didticas GHYHPVHUDGHTXDGDVjVLWXDomRGHFDGDHVFRODHjVFDUDFWHUtVWLFDVGRVHVWXGDQWHVHVSHFLDOPHQWHjVVXDVUHDOLGDGHVFXOWXUDLVIDL[DVHWiULDVHFLFORVTXHIUHTXHQtam.

263

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DViUHDVGHFRQKHFLPHQWRV6HUmRGHVWDFDGRVDSHQDVGRLVH[HPSORVGHWHPDVRXFRQWH~GRVGLGiWLFRVUHODFLRQDGRVDRVHL[RVWHPiWLFRV'LYHUVLGDGHpWQLFDHFXOWXUDOH7HUUD
,QGtJHQDRUJDQL]Do}HVHGLUHLWRVLQGtJHQDVFRPDVUHVSHFWLYDVDWLYLGDGHVHFRPSHWrQFLDVHVSHUDGDVSDUDRFLFORGHIRUPDomR
Sugesto 1
Eixo Temtico: 'LYHUVLGDGHeWQLFDH&XOWXUDO
Tema: O respeito s pessoas
Ciclo: Primeiro
Tempo de durao: GHGXDVDFLQFRDXODV
Estratgia de Trabalho:
 'LiORJR FRP D SDUWLFLSDomR GH XP LGRVR TXH IDUi XP UHODWR GH VXD YLYrQFLD
GHVWDFDQGRWHPDVFXOWXUDLVTXHWUDWHPGRUHVSHLWRjVSHVVRDVGHVGHDRULJHP
PtWLFDDWpRVGLDVDWXDLV
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GDVXDIDPtOLDHGHWH[WRHVFULWRGHVFUHYHQGRRTXHIRLUHSUHVHQWDGRQRGHVHnho;
 6ROLFLWDomRDRVHVWXGDQWHVTXHDSUHVHQWHPVXDVSURGXo}HVHIDoDPUHODWRYHUEDOGHFRPRpDVXDIDPtOLDTXDQWDVSHVVRDVPRUDPQDVXDFDVDRQRPHH
SDUHQWHVFRGHVVDVSHVVRDVHWF
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Competncias esperadas:
 6RFLDOL]DomRGRJUXSR
 ,QWHUDomRFRPDFRPXQLGDGH
 &RPSUHHQVmRVREUHDRUJDQL]DomRVRFLDOGDVXDFRPXQLGDGH
 $PSOLDomRGRVFRQKHFLPHQWRVUHIHUHQWHVjYLGDFRWLGLDQDGDFRPXQLGDGH

Orientaes Curriculares das Diversidades Educacionais

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 3URGXomRGHGHVHQKRVHSHTXHQRVWH[WRV
 &DSDFLGDGHGHRXYLUYHUEDOL]DUHUHSURGX]LUWUHFKRVGHKLVWyULDV
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PRUDPHPVXDFDVD
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Avaliao:
 2EVHUYDomRGRSURIHVVRUDRGHVHPSHQKRJHUDOGRVHVWXGDQWHVHVSHFLDOPHQWH
QRVVHJXLQWHVDVSHFWRV
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PRUDGRUHV"
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Sugesto 2
Eixo Temtico: 7HUUDLQGtJHQDRUJDQL]Do}HVHGLUHLWRVLQGtJHQDV
Tema: Direito terra indgena
Ciclo: Segundo
Tempo de durao: GHGXDVDFLQFRDXODV
Estratgia de Trabalho:
 ,QLFLDOPHQWH R SURIHVVRU ID] XPD UiSLGD H[SRVLomR YHUEDO VREUH R WHPD GHVWDFDQGR D LPSRUWkQFLD GD WHUUD H RUJDQL]DomR H GRV GLUHLWRV LQGtJHQDV SDUD D
HVFRODHDFRPXQLGDGH &RQYLGDWDPEpPXPDOLGHUDQoDORFDOSDUDUHODWDUH[SHULrQFLDVHDo}HVGHVHQYROYLGDVSDUDUHJXODUL]DomRHGHIHVDGRWHUULWyULRHGH
RXWUDVFRQTXLVWDVDOFDQoDGDV
 (PVHJXLGDOrHPYR]DOWDXPSHTXHQRWH[WRVREUHRDVVXQWRHRHVFUHYHQD
ORXVDXVDQGROHWUDVPDL~VFXODVHPLQ~VFXODVSDUDTXHRDOXQRFRSLHQRFDGHUno.

265

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SHTXHQRWH[WRLQGLYLGXDOUHODFLRQDQGRRVEHQHItFLRVWUD]LGRVFRPDPDQXWHQomR
e preservao da terra indgena e, em seguida, que o leiam em voz alta aos dePDLVFROHJDVSDUDDVRFLDOL]DomRFRPDFODVVH
 'DQGRVHTXrQFLDIRUPDVHXPFtUFXORHRSURIHVVRUID]SHUJXQWDVDRVHVWXGDQWHVVREUHTXHVW}HVFRPR4XDORQRPHGDVWHUUDVLQGtJHQDVVTXHRFXSDP"
4XDODVLWXDomROHJDOGDWHUUDpGHOLPLWDGDGHPDUFDGDKRPRORJDGDHWF"2
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LQGtJHQDV"4XDQWRVSRYRVRFXSDPDTXHODWHUUD"4XDLVDVSULQFLSDLVOLGHUDQoDV
GDFRPXQLGDGH"4XDLVDVSHVVRDVTXHH[HUFHPFDUJRVRXIXQo}HVS~EOLFDV"
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HWF(PVHJXLGDID]DVRFLDOL]DomRGRVWUDEDOKRVHGHEDWHFRPDWXUPDRVVHXV
resultados.
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OtQJXDPDWHUQDHSRUWXJXHVDVREUHRVUHFXUVRVQDWXUDLVH[LVWHQWHVQDTXHODWHUUD
indgena.
 )D]DSURSRVLomRGHTXHRVDOXQRVHVFUHYDPXPDFDUWLQKDUHODWDQGRDVQRYLGDGHVGDDOGHLDDRXWUDVDOGHLDVRXFRPXQLGDGHVVLPXODQGRWURFDGHLQIRUPDo}HV
HLQWHUFkPELRHQWUHRVDOXQRVGHGLYHUVDVHVFRODVLQGtJHQDVHGRHQWRUQR
 $VUHFUHDo}HVSRGHPVHUFRQMXJDGDVFRPDSURGXomRGHPDWHULDLVHLQVWUXPHQWRVGHDUWHVEULQFDGHLUDVGHFULDQoDFRQIHFomRGHDUWHVDQDWRDGRUQRVGDQoDV
P~VLFDVHGUDPDWL]DomR
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Competncias esperadas:
 6RFLDOL]DomRGDFRPXQLGDGHHVFRODUFRPDVSHVVRDVGHGHVWDTXHGDFRPXQLGDGHOLGHUDQoDVUHSUHVHQWDQWHVHWF
 &RPSUHHQVmRVREUHDRUJDQL]DomRVRFLDOHSROtWLFDGDDOGHLDHGDVGHPDLVFRmunidades daquela terra indgena e seu entorno;
 $PSOLDomR GRV FRQKHFLPHQWRV VREUH R HVSDoR JHRJUiFR DOGHLD SRYR WHUUD
indgena e entorno regional;

Orientaes Curriculares das Diversidades Educacionais

266

 5HSUHVHQWDomRGRWHUULWyULRHGHVXDVSHFXOLDULGDGHVHFRQ{PLFDVDPELHQWDLV
PtWLFDVHWF
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 &DSDFLGDGHGHRXYLUYHUEDOL]DUHUHSURGX]LULQIRUPDo}HVKLVWyULFDVHDWXDLVVREUHVXDFRPXQLGDGHHVHXSRYR
 ,GHQWLFDomRGDVSHVVRDVTXHUHSUHVHQWDPVXDFRPXQLGDGHHPkPELWRVORFDO
UHJLRQDOHQDFLRQDO
 &RQKHFLPHQWRGRVSULQFLSDLVDFRQWHFLPHQWRVHQYROYHQGRDFRQTXLVWDGDTXHOD
terra indgena e de outras do entorno;
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unidades de medida.
$V HVWUDWpJLDV GLGiWLFDV VXS}HP XWLOL]DomR GH GLIHUHQWHV UHFXUVRV GLGiWLFRV que
IDFLOLWDPRSURFHVVRGHHQVLQRHGHDSUHQGL]DGR
$VDXODVH[SRVLWLYDVHDXWLOL]DomRGRTXDGURGHJL]IRUDPRVUHFXUVRVPDLVXWLOL]DGRVSHODVHVFRODVDRORQJRGD+LVWyULD3RUpPH[LVWHPPXLWDVRXWUDVSRVVLELOLGDGHVTXH
HQYROYHPPDLVGLUHWDPHQWHRVHVWXGDQWHVFRPRGHEDWHVHQWUHYLVWDVYLVLWDVGHFDPSR
H[SHULPHQWRVHWF
2VUHFXUVRVQmRYHUEDLVFRPRSRUH[HPSORUHSUHVHQWDo}HVHGHVHQKRVFkPHUDVIRWRJUiFDVHYtGHRVXWLOL]DomRGHFRPSXWDGRUHVHWFVmRRSRUWXQLGDGHVSDUDRV
HVWXGDQWHVHODERUDUHPQRYRVFRQKHFLPHQWRVHSURSRUFLRQDPDSRVVLELOLGDGHGHUHJLVWUDU H GLYXOJDU DVSHFWRVUHOHYDQWHV GD HVFROD H FRPXQLGDGH7RGRV HVVHV UHFXUVRV H
WDQWRVRXWURVSRGHPVHUXWLOL]DGRVGHSHQGHQGRGDUHDOLGDGHGDHVFRODHFULDWLYLGDGH
do professor.

CONTEDOS CURRICULARES POR CICLO DE FORMAO

$SUHVHQWDUHPRV D VHJXLU XPD SURSRVWD GH FRQWH~GRV FXUULFXODUHV SRVVtYHLV GH
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LQGtJHQDVLQFRUSRUHPQRVVHXV3URMHWRVDOpPGRVFRQWH~GRVUHODFLRQDGRVDRVDVVXQWRV

267

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GRVSURIHVVRUHVHGDVFRPXQLGDGHVHVFRODUHV

Orientaes Curriculares das Diversidades Educacionais

268

ORIENTAES CURRICULARES PARA O PRIMEIRO CICLO

EIXO TEMTICO

SUGESTES DE CONTEDOS

Diversidade tnica e Cultural

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na sala de aula e fora dela. Para tanto,
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269

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EIXO TEMTICO

SUGESTES DE CONTEDOS

Planeta Terra, Ambiente e Biodiversidade

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e perto;

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Terras, Organizaes e Direitos Indgenas

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frente e atrs);

Os direitos humanos em geral e os direiWRV LQGtJHQDV HP SDUWLFXODU VmR WHPDV

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O direito vida, terra e aos modos
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das terras indgenas e suas formas de
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espritos da natureza;
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Cidadania e direitos indgenas;
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e fazer legenda;
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Orientaes Curriculares das Diversidades Educacionais

EIXO TEMTICO

SUGESTES DE CONTEDOS

Segurana Alimentar, Trabalho e Autossustentao.

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emprego, renda, utilizao sustentada
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HWF
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2VQ~PHURVHVXDVUHODo}HVQDVGLYHUVDVRSHUDo}HVGRGLDDGLD

EIXO TEMTICO

SUGESTES DE CONTEDOS

Educao para Sade

Sentidos: tato, audio, olfato, paladar e viso;

A sade indgena tambm tem sido um

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REMHWRVGHJUDQGHSUHRFXSDomRQDVFRmunidades indgenas de Mato Grosso.

gua potvel e gua poluda;

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Hbitos de higiene;
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Higiene pessoal, ambiental e dos objetos.

271

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tica, Justia, Solidariedade e Paz

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gnero);

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Orientaes Curriculares das Diversidades Educacionais

272

ORIENTAES CURRICULARES PARA O SEGUNDO CICLO

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SUGESTES DE CONTEDOS

Diversidade tnica e Cultural

Construo de frases;

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dentre outras.

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Meios de orientao;

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273

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Orientaes Curriculares das Diversidades Educacionais

SUGESTES DE CONTEDOS
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Orientaes Curriculares das Diversidades Educacionais

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274

SUGESTES DE CONTEDOS
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275

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Planeta Terra, Ambiente e Biodiversidade

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A vida dos antigos;

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indgenas;
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o meio ambiente);
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Ambiente vegetal;
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espritos da natureza;
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0DQHMRVWUDGLFLRQDLVGRVUHFXUVRVQDWXUDLVVHPHQWHVGHHVSpFLHVQDWLvas, animais e guas;

FRQWLQXD

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SUGESTES DE CONTEDOS
2VHFRVVLVWHPDVHVXDVFRQFHSo}HVPtWLFDVHDUHODomRFRPDVDEHGRULDWUDGLFLRQDO
3DLVDJHQVQDWXUDLVHFXOWXUDLVORFDLVVDJUDGRVHOXJDUHVDQWLJRVGHPRradia);
Poluio da gua, do ar e do solo;
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3URGXomRHGHVWLQRGROL[R
7UDEDOKRFRPiEDFR

EIXO TEMTICO

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Terras, Organizaes e Direitos Indgenas

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frente e atrs);

Os direitos humanos em geral e os direiWRV LQGtJHQDV HP SDUWLFXODU VmR WHPDV

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O direito vida, a terra e aos modos
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DV HVSHFLFLGDGHV GDV SROtWLFDV S~EOLFDVDGHPDUFDomRRXVRHDFRQVHUYDo das terras indgenas e suas formas
de organizao e representao, por se
tratarem de temas fundamentais para
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Cidadania e direitos indgenas;
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dela);
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e fazer legenda;
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OLGHUDQoDVHFRQTXLVWDV
7HUULWRULDOLGDGHFRPRDUPDomRpWQLFD
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7HUUDLGHQWLFDomRGHWHUUDVOLPLWHVHVHXHQWRUQRHRFXSDomRLGHQWLGDGHFXOWXUDOtQJXD

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Segurana Alimentar, Trabalho e Autossustentao.

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$ HVFROD LQGtJHQD QmR SRGH GHVFRQVLGHUDU D VLWXDomR GH FDUrQFLD HP TXH
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RV SURMHWRV GH GHVHQYROYLPHQWR FROHWLvos e as alternativas individuais de traEDOKR UHPXQHUDGR$ HVFROD SRGH FRQWULEXLUSDUDFULDUDOWHUQDWLYDVGHWUDEDOKR
emprego, renda, utilizao sustentada
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HWF
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HFRQ{PLFD
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3ULQFLSDLVPHGLGDVWUDGLFLRQDLVHFRQYHQFLRQDLVGHFRPSULPHQWRYROXme e rea.

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Educao para Sade

Problemas da obesidade;

A sade indgena tambm tem sido um

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DV  GRHQoDV  VXDV  FDXVDV  H FRQVH
TXrQFLDV PDV GH HGXFDU SDUD TXH WRdos possam ter uma vida saudvel sem
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Grosso.

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278

Sentidos: tato, audio, olfato, paladar e viso;

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o meio ambiente);
gua potvel e gua poluda;
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Alimentao do dia a dia: efeitos dos alimentos industrializados;
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Alimentao saudvel;
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Alimentos industrializados;
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Hbitos de higiene;
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Meio ambiente e sade;
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9DORUL]DomRGDVHUYDVPHGLFLQDLV

279

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tica, Justia, Solidariedade e Paz

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(VVHHL[RWHPiWLFRWUDWDGDFRQGXWDTXH
DVSHVVRDVHDVVRFLHGDGHVGHYHPGHsenvolver para que tenhamos uma vida
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sagradas, aos mortos e natureza. A
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gnero);
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Responsabilidades: direitos e deveres;
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FRLVDVTXHSRVVDPPDFKXFDUHWF

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ORIENTAES CURRICULARES PARA O TERCEIRO CICLO

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Diversidade tnica e Cultural

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$WXDOPHQWH YLYHP HP WHUULWyULR PDWRJURVVHQVH GH]HQDV GH VRFLHGDGHV LQdgenas e muitos outros grupos e pessoas oriundas de diversos estados e
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na sala de aula e fora dela. Para tanto,
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da justia e da igualdade entre todas as
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outras.

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HWF
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QRPHVGRVELFKRVSHL[HVSiVVDURVHWF

281

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FRQWLQXD
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/LQJXDJHPYHUEDOHFRUSRUDO
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Rituais e lugares sagrados;
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$LPSRUWkQFLDGRSDSHOGRSDMpQDVUHODo}HVGHHTXLOtEULRHQWUHDQDWXreza o homem e as entidades espirituais;
A origem dos mundos indgenas;
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Orientaes Curriculares das Diversidades Educacionais

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Introduo do milhar;
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Origem da humanidade indgena;
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Vida dos antigos (passado e presente);
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Medida do tempo, hora, dias da semana, ms e ano;
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espao, nos diferentes povos;
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283

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Planeta Terra, Ambiente e Biodiversidade

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Me Terra deve ser respeitada em toGRVRVVHXVDVSHFWRVHSRWHQFLDOLGDGHV
ItVLFRVELROyJLFRVDPELHQWDLVHWFGH
maneira que a interao entre os seres
humanos e a natureza seja sustentada
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dever de todos;
reas Protegidas Unidades de Conservao - U.C;
(QWHVPtWLFRVGDQDWXUH]D
(VSpFLHV IUXWtIHUDV QDWLYDV H D VXD UHODomR VRFLDO YDORUHV H DWLWXGHV
WDUHIDVSRUJrQHURHLGDGHSODQWLRHFROKHLWDHWF
5HJUDVORFDLVYDORUHVHSULQFtSLRV
5HODo}HVGHSDUHQWHVFRHVXDVFODVVLFDo}HV
8WLOL]DomRHFRQVHUYDomRGRHVSDoRJHRJUiFRSHORVGLIHUHQWHVSRYRV
indgenas;
$UHODomR&XOWXUDHD1DWXUH]DQRFRWLGLDQR
JXDRULJHPHVHXHVWDGRItVLFR
JXDVOHQoyLVVXEWHUUkQHRVHJHOHLUDV
Ambiente vegetal;
$PELHQWHLPSDFWRVFRQLWRVHWUDEDOKR
Animais ameaados e ameaadores;
$TXHFLPHQWRJOREDO
$VRULJHQVGRVUHFXUVRVQDWXUDLVRVYHJHWDLVRVDQLPDLViJXDHWHUUD
%DFLDVKLGURJUiFDV
Biodiversidade;
Bioma;
Cadeia alimentar;
&iOFXORPHQWDO
&LFORGDiJXD
&LFORGDYLGDQDVFHUFUHVFHUUHSURGX]LUHQYHOKHFHUHPRUUHU
&LFORVGDQDWXUH]DSHUtRGRVGHFROHWDGHIUXWRVSODQWLRGDURoDWUDGLFLRnal e manejo de animais);
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HPHGLFLQDLV
&ODVVLFDomRGRVDQLPDLVHRXWURV
&ODVVLFDomRGRVOL[RVRUJkQLFRHLQRUJkQLFR
&ODVVLFDomRGRVVHUHVYLYRV
&RQLWRVDPELHQWDLV

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Cosmologias dos Povos Indgenas;
&XLGDGRFRPRVRORHRUHVWD
'HVHTXLOtEULRHLPSDFWRDPELHQWDO
Diferentes tempos da natureza;
0DWHPiWLFDHPHLRDPELHQWH
(FRVVLVWHPDV
Energias alternativas;
)DXQDHRUDUHJLRQDO
,QVHWRVQRPHWLSRVHWF
/HYDQWDPHQWRGDVVHPHQWHVQDWLYDVHVXDVRULJHQVPtWLFDV
0DQHMRVWUDGLFLRQDLVGRVUHFXUVRVQDWXUDLVVHPHQWHVGHHVSpFLHVQDWLvas, animais e guas;
Noo de atividades degradantes;
2VHFRVVLVWHPDVHVXDVFRQFHSo}HVPtWLFDVHDUHODomRFRPDVDEHGRULDWUDGLFLRQDO
3DLVDJHQVQDWXUDLVHFXOWXUDLVORFDLVVDJUDGRVHOXJDUHVDQWLJRVGHPRradia);
Poluio da gua, do ar e do solo;
3UiWLFDVGHKLJLHQHHDOLPHQWDUHVVDXGiYHLV
3UHVHUYDomRGRPHLRDPELHQWHPpGLDVFRQFUHWDVQDHVFROD
3UHVHUYDomRGRVDOLPHQWRVWUDGLFLRQDLVQDWLYRV
3URGXomRHGHVWLQRGROL[R
5HVJDWHGRVDQLPDLVHPH[WLQomR
Tipos de solo;
7UDEDOKRFRPiEDFR

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Terras, Organizaes e Direitos Indgenas

Debate sobre terras indgenas;

Os direitos humanos em geral e os direiWRV LQGtJHQDV HP SDUWLFXODU VmR WHPDV

IXQGDPHQWDLV GRV FXUUtFXORV HVFRODUHV
O direito vida, terra e aos modos
SUySULRV GH RUJDQL]DomR H UHSUHVHQWDo so previstos na Constituio FedeUDOHVmRDGRWDGRVSHODVVRFLHGDGHVLQGtJHQDVFRPRHVWUDWpJLDVGHPDQXWHQomRFXOWXUDOHGDVXDDXWRGHWHUPLQDomR
1RPRPHQWRHPTXHWRGDDVRFLHGDGH
UHWRPDRGHEDWHDFHUFDGRVGLUHLWRVLQGtJHQDV DV HVFRODV QmR SRGHP GHL[DU
GH GLVFXWLU DV HVSHFLFLGDGHV GDV SROtWLFDV S~EOLFDV D GHPDUFDomRR XVR H
D FRQVHUYDomR GDV WHUUDV LQGtJHQDV H
suas formas de organizao e de representao, por se tratarem de temas
IXQGDPHQWDLVSDUDDFRQVWUXomRVXDGD
DXWRQRPLDOLEHUGDGHHFLGDGDQLD

'HVHQYROYLPHQWRGHSHTXHQRVWH[WRVVREUHGLUHLWRVLQGtJHQDV

'HPDUFDomRGHWHUULWyULR
2ULHQWDomRHVSDFLDOPDSDPHQWDOGDVDOGHLDVOXJDUHVGLVWkQFLDODGR
frente e atrs);
5HSUHVHQWDomRFDUWRJUiFDGDVDOGHLDVOHJHQGDHVtPERORV
0RELOL]DomRSDUDGHPDUFDomRGDVWHUUDVLQGtJHQDV
Hierarquia legislativa: (leis maiores e menores);
/RFDOL]DomRGRWHUULWyULRLQGtJHQDOLPLWHVQRPXQLFtSLRHHVWDGR
2UJDQL]DomRDVVRFLDomRHPRYLPHQWRVLQGtJHQDV
$KLVWyULDGDGHPDUFDomRGDVWHUUDVLQGtJHQDV
$KLVWyULDGDVOXWDVGRVSRYRVLQGtJHQDVSHODWHUUD
$KLVWyULDGDVRUJDQL]Do}HVLQGtJHQDV
$KLVWyULDGRPRYLPHQWRLQGtJHQDOXWDVGHVXDVOLGHUDQoDVHFRQTXLVtas);
$XQLmRGDVRUJDQL]Do}HVLQGtJHQDVQDUHLYLQGLFDomRSHORVVHXVGLUHLWRV
FRQVWLWXFLRQDLV
JXDULRODJRDHFyUUHJR
JXDQRSODQHWD7HUUDRFHDQRHPDUHV
JXDVFXLGDGRVHXWLOL]DomR
$SURSULDomRXWLOL]DomRHFRQVHUYDomRGRHVSDoRJHRJUiFRSHORVGLIHrentes povos indgenas;
Autonomia indgena;
Casa e moradias indgenas;
Cidadania e direitos indgenas;
'HPDUFDomRGHWHUULWyULR
Direitos e deveres dos Povos Indgenas;
(QWUHYLVWDVHSHVTXLVDVFRPOLGHUDQoDVVREUHWHUULWyULRVWUDGLFLRQDLV
Estatuto do ndio;
Estudo da legislao indgena;
)DPtOLDLPSRUWkQFLDGRFRQYtYLRGDFULDQoDQDIDPtOLD
)RPHQWDUDSUiWLFDGRLQWHUFkPELRFXOWXUDOHQWUHDVHVFRODVLQGtJHQDVH
no-indgenas;
)RUPDVGHRFXSDomRDWXDOGRGDVWHUUDVLQGtJHQDV
+LVWyULDGDFULDomRGDVURoDVWUDGLFLRQDLV
Limites territoriais;
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dela);
0DSDGDUHJLmRPDLVSUy[LPDGDDOGHLDURoDHVWUDGDODJRDGHVHQKDU
e fazer legenda);

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Mapa do Brasil;
0DSDGRWHUULWyULRLQGtJHQD
0DUFRVGHRFXSDo}HVDQWLJDV
Movimentos indgenas (para a garantia dos seus direitos);
2SDSHOGRPRYLPHQWRLQGtJHQDQDFRQTXLVWDGRVGLUHLWRVOXWDVGHVXDV
OLGHUDQoDVHFRQTXLVWDV
2UJDQL]DomRVRFLDOHSROtWLFDLQGtJHQD
2UJDQL]DomRVRFLDOORFDO
2UJDQL]Do}HVQmRWUDGLFLRQDLVQDVDOGHLDV
2VGLUHLWRVFROHWLYRVHUHODWLYRVDRVSRYRVLQGtJHQDV
3HVFDULDHFDoDGD
7HUULWRULDOLGDGHFRPRDUPDomRpWQLFD
7HUULWyULRGLUHLWRVWHUULWRULDLVHJHVWmRWHUULWRULDO
8VRHFRQVHUYDomRGRWHUULWyULR
(OHPHQWRVGDQDWXUH]DUHFXUVRVQDWXUDLViJXDVRORYHJHWDomRHDU
espritos da natureza;
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(VWDWtVWLFDSRSXODFLRQDOLQGtJHQD
(VWXGRVGRWHUULWyULRLQGtJHQDDQLPDLVYHJHWDomRHVHUHVYLYRVHQmR
vivos;
0HGLGDVFRQFUHWDVSDUDSUHVHUYDomRGRWHUULWyULRLQGtJHQD
5HFXUVRVKLGURJUiFRV
5HFXUVRVQDWXUDLV
5HRUHVWDPHQWRIUXWtIHUDVHRXWUDVHVSpFLHV
7HPSRGRURoDGRDJULFXOWXUDURoDHDUWHVDQDWR
7HUUDLGHQWLFDomRGHWHUUDVOLPLWHVHVHXHQWRUQRRFXSDomRLGHQWLGDGHFXOWXUDHOtQJXD

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Segurana Alimentar, Trabalho e Autossustentao.

Debate sobre trabalho, renda e sustento;

$HVFRODLQGtJHQDQmRSRGHGHVFRQVLGHUDUDVLWXDomRGHFDUrQFLDHPTXHYLYH
XPD VLJQLFDWLYD SDUFHOD GD SRSXODomR
indgena de Mato Grosso. Para obter o
DXWRVVXVWHQWR FRP GLJQLGDGH RV SRYRV
LQGtJHQDVDWXDOPHQWHQHFHVVLWDPGHGLIHUHQWHVIRQWHVGHUHQGDWDLVFRPRRV
SURMHWRV GH GHVHQYROYLPHQWR FROHWLYRV
e as alternativas individuais de trabaOKR UHPXQHUDGR $ HVFROD SRGH FRQWULEXLU SDUD FULDU DOWHUQDWLYDV GH WUDEDOKR
emprego, renda, utilizao sustentada
GD WHUUD H GRV UHFXUVRV QDWXUDLV DJUHgao de valor em produtos naturais e
DUWHVDQDLV FRPHUFLDO H PDQLSXODomR
GH YDORUHV JHVWmR SROtWLFD HFRQ{PLFD
H QDQFHLUD GHQWUH RXWUDV 3DUD WDQWR
FDGD FRPXQLGDGH YHULFDUi DV VXDV
QHFHVVLGDGHV HVSHFtFDV H GLULJLUi DV
Do}HV FXUULFXODUHV QR VHQWLGR GH VXSULODVHRXGHEXVFDUDOWHUQDWLYDVSDUDVHX
HTXDFLRQDPHQWR

Dilogos em lngua indgena sobre temas alimentao, trabalho e renda;

Leitura de manuais de instruo;
$KLVWyULDGDURoDWUDGLFLRQDOHGRVDOLPHQWRVPLOKRFDUiPDQGLRFD
HWF
$LPSRUWkQFLDGDUHYLWDOL]DomRGRDUWHVDQDWRFRPRIRUPDGDPDQXWHQomRGDFXOWXUD
$LPSRUWkQFLDGRWUDEDOKRWUDGLFLRQDOLQGtJHQDQRIRUWDOHFLPHQWRGDVUHODo}HVVRFLDLVGDVDOGHLDV
(FRQRPLDGDFRPXQLGDGHFRPHUFLDOL]DomR
2UJDQL]DomRVRFLDOORFDO
3ROtWLFDVS~EOLFDVSDUDSRSXODo}HVLQGtJHQDV
4XHLPDGDVVFDOL]DomRHGHVPDWDPHQWR
6LVWHPDPRQHWiULRHMXVWLoDVRFLDO
Trabalho e autossustentao;
$LPSRUWkQFLDGDPHUHQGDHVFRODUGHVFHQWUDOL]DGDUHFXUVRGLUHWRSDUD
D(VFRODFRPSUDUDPHUHQGDQDSUySULDFRPXQLGDGH
$URoDWUDGLFLRQDOFRPRSURGXomRDOLPHQWDUHVXVWHQWDELOLGDGHVRFLDOH
HFRQ{PLFD
Desmatamento, queimada e retirada de madeira;
(VWXGR VREUH FRRSHUDWLYLVPR SDUD D VHJXUDQoD DOLPHQWDU WUDEDOKR H
sustentao;
([WUDWLYLVPRYHJHWDO
,PSRUWkQFLDGDUHYLWDOL]DomRGRDUWHVDQDWRFRPRIRUPDGDPDQXWHQomR
GDFXOWXUDHGDDXWRVVXVWHQWDELOLGDGH
0DQHMRGRVUHFXUVRVQDWXUDLVVRORHiJXD
0DQHMRWUDGLFLRQDOGDIDXQDHRUD
0DQHMRVWUDGLFLRQDLVGDVVHPHQWHV
0HGLGDVGHFRPSULPHQWRXWLOL]DGDVQRGLDDGLD
Mtodo de queimar a roa;
0LJUDomRGHVORFDPHQWRVWHPSRUDLVHSHUPDQHQWHV
2VQ~PHURVHVXDVUHODo}HVQDVGLYHUVDVRSHUDo}HVGRGLDDGLD
3URMHWRVVRFLHWiULRVVXVWHQWiYHLV
5HYLWDOL]DomRGRDUWHVDQDWRFRPRIRUPDGHDXWRVVXVWHQWR
6LVWHPDPRQHWiULREUDVLOHLURKLVWyULDGRGLQKHLUR
0DWHPiWLFDHFRPpUFLR
0DWHPiWLFDHVD~GH
0DWHPiWLFDQDQFHLUDVLWXDo}HVEDQFiULDVHPRHGDEUDVLOHLUD
&RPpUFLRORFDOUHPpGLRVWULEDLVUHFXUVRVQDWXUDLVpSRVVtYHO"eOHJDO"
0DWHPiWLFDGDVHPEDODJHQV

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6HQVRHVWDWtVWLFRQDFRPXQLGDGH
0DWHPiWLFDHPHLRDPELHQWHFXEDJHPGHPDGHLUDHFiOFXORGHiUHD
verde);
3UREOHPDVPDWHPiWLFRVUHODFLRQDGRVDRFRWLGLDQRHRXWURV
+LVWyULDGDPDWHPiWLFDGRVHXSRYRHRXWURV
$VTXDWURRSHUDo}HVIXQGDPHQWDLV
)UDo}HVHQ~PHURVGHFLPDLV
 0HGLGDV WUDGLFLRQDLV H DWXDLV GH FRPSULPHQWR H YROXPH H GH iUHD H
volume;
Regra de trs;
3RUFHQWDJHP
*UiFRV
Proporo;
3UREOHPDVPDWHPiWLFRV
8WLOL]DomRGDFDOFXODGRUD

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Educao para Sade

$FRQWULEXLomRGRVSDMpVSDUDDVD~GH

A sade indgena tambm tem sido um

WHPD GH SUHRFXSDomR WDQWR GDV FRPXQLGDGHV TXDQWR GR SRGHU S~EOLFR $R
GHVWDFDU HVVH HL[R WHPiWLFR SUHWHQGHVH TXH DV HVFRODV H RV yUJmRV GH
DWHQGLPHQWR j VD~GH GLVFXWDP RV HQVLQDPHQWRV WUDGLFLRQDLV DV DWLWXGHV
FRPSRUWDPHQWRV H SUiWLFDV SHVVRDLV H
FROHWLYDV UHODWLYDV j VD~GH H TXH SRVVDPFRPSDUWLOKDUHVVHVFRQKHFLPHQWRV
FRPWRGDDFRPXQLGDGH1mRVHWUDWDGH
HQIRFDUDVGRHQoDVVXDVFDXVDVHFRQVHTXrQFLDV PDV GH HGXFDU SDUD TXH
todos possam ter uma vida saudvel
VHPYLROrQFLDHVWUHVVHHRXWURVPDOHV
TXH DWLQJHP DV VRFLHGDGHV FRQWHPSRUkQHDV2VDVVXQWRVUHODFLRQDGRVjVH[XDOLGDGH '67V H DOFRROLVPR WrP VLGR
VHPSUHREMHWRVGHJUDQGHSUHRFXSDomR
QDV FRPXQLGDGHV LQGtJHQDV GH 0DWR
Grosso.

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Debate sobre sade indgena;
Dilogos em lngua indgena sobre o tema da sade indgena;
2FLQDVHVHPLQiULRVSDUDDSUHVHQWDURHIHLWRGRiOFRROQRRUJDQLVPR
Problemas da obesidade;
5HFHLWDVFXOLQiULDVWUDGLFLRQDLV
6HPLQiULRVGHEDWHVHFRQVXOWDVELEOLRJUiFDVVREUHWHPDVGDVD~GH
6HQVLELOL]DomRHSUHYHQomRVREUHGURJDVOtFLWDVHLOtFLWDV
Sentidos: tato, audio, olfato, paladar e viso;
6D~GHPHQWDORUHVSHLWRQDVUHODo}HVFRPDQDWXUH]DHRPXQGRGRV
espritos);
$LPSRUWkQFLDGRDOLPHQWRWUDGLFLRQDO
$KLVWyULDGDVD~GHHGDVGRHQoDVUHODo}HVGRRUJDQLVPRKXPDQRFRP
o meio ambiente);
&RQVFLHQWL]DomRVREUHRXVRGHEHELGDDOFRyOLFDHWDEDJLVPR
(GXFDomRVH[XDO'67VH$,'6HQYROYHQGRDSDUWLFLSDomRGRV$,6
6D~GHHDPELHQWHLPSDFWRVHFRQLWRV
$KLVWyULDGDVHUYDVPHGLFLQDVHVXDVUHJUDVGHXVRGLHWDVUHVJXDUGRV
HDOLPHQWDomRGHDFRUGRFRPRJrQHUR
gua potvel e gua poluda;
Alimentao do dia a dia: efeitos dos alimentos industrializados,
$OLPHQWDomRTXHSUHMXGLFDPDVD~GH
Alimentao saudvel;
$OLPHQWDomRWUDGLFLRQDOFRPLGDVWtSLFDV
$OLPHQWDomRWUDGLFLRQDOYHJHWDOHDQLPDO
$VFRQVHTXrQFLDVGRXVRHPH[FHVVRGRVDOLPHQWRVLQGXVWULDOL]DGRV
&RPSUDGHSURGXWRVWUDGLFLRQDLVSDUDPHUHQGDHVFRODU
&RQFHSomRGDVD~GHHGRHQoDVHVXDVUHODo}HVFRPDQDWXUH]D
&RQIHFomRGHFDUWD]HV
&RQVWUXomRGHWDEHODVHJUiFRV
&RQVXPRHSURGXomRGHOL[R
'HVQXWULomRGHFULDQoDVMRYHQVHDGXOWRV
'RHQoDVVH[XDOPHQWHWUDQVPLVVtYHLV'67V
Hbitos de higiene;
Higiene pessoal, ambiental e dos objetos;
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/HLWXUDHLQWHUSUHWDomRGHEXODVGHPHGLFDPHQWRVIDUPDFrXWLFRV

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/L[RWLSRVGHOL[RVyOLGROtTXLGRHSHULJRVR
/L[RHVXDVFRQVHTXrQFLDV
0HGLFLQDWUDGLFLRQDO
0HGLFLQDVWUDGLFLRQDLVHGRHQoDVPRGHUQDV
Meio ambiente e sade;
Perodo de gravidez e resguardo;
3ODQWDVPHGLFLQDLVHVXDVXWLOL]Do}HV
Regras de alimentao;
6DQHDPHQWREiVLFRHKLJLHQHSHVVRDO
6DQHDPHQWREiVLFRHKLJLHQHSHVVRDO
6HUHVYLYRVHVXDUHODomRFRPRPHLRDPELHQWHHDVD~GH
9DORUL]DomRGDVHUYDVPHGLFLQDLV

290

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tica, Justia, Solidariedade e Paz

'HEDWHVREUHpWLFDHMXVWLoDLQGtJHQD

(VWHHL[RWHPiWLFRWUDWDGDFRQGXWDTXH
DVSHVVRDVHDVVRFLHGDGHVGHYHPGHsenvolver para que tenhamos uma vida
GLJQD H IHOL]$V VRFLHGDGHV LQGtJHQDV
VmR UHFRQKHFLGDV SHOD JHQHURVLGDGH
H KRVSLWDOLGDGH H R UHVSHLWR jV FRLVDV
sagradas, aos mortos e natureza. A
HVFROD SRGH FRQWULEXLU SDUD FRQVROLGDU
HVVD FRQGXWD H FRQUPDU D RSLQLmR GH
TXH SRGHPRV YLYHU QXPD VRFLHGDGH
XQLGD H IRUWDOHFLGD SRU ODoRV GH LQWHUFkPELRVROLGDULHGDGHHUHVSHLWRP~WXR

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3URGXomRGHKLVWyULDVHPTXDGULQKRV
9DORUHV pWQLFRV H FXOWXUDLV UHVSHLWR DRV PDLV YHOKRV H GLIHUHQoDV GH
gnero);
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Liberdade, direitos e deveres;
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5HVSHLWDUDVSHVVRDVWHUUHVSHLWRSHORVYHOKRVHSHORVFROHJDV
$FRPSUHHQVmRGHOXJDUS~EOLFRFRPRSDWULP{QLRGHWRGRVFXMR]HORp
dever de todos;
$KLVWyULDGDVRUJDQL]Do}HVLQGtJHQDV
A vida de hoje em dia;
A vida dos Antigos;
$YLGDHPFRPXQLGDGH
Ajuda mtua por meio de variadas formas, para resolver problemas preVHQWHVQDFRPXQLGDGH
&RQKHFLPHQWRGRVSUySULRVGLUHLWRVGRDOXQRHRVUHVSHFWLYRVGHYHUHV
(FRQRPLDFDSLWDOLVWDHFRPXQLWiULD
(QWUHYLVWDVHSHVTXLVDVFRPRVDQFLmRVVREUHpWLFDMXVWLoDHSD]
Estudo dos gneros;
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natureza;
,QVWLWXLo}HVVRFLDLVPXGDQoDVFXOWXUDLVGRVSRYRV
2UHVSHLWRDWRGRVHUKXPDQRLQGHSHQGHQWHGHVXDRULJHPVRFLDOHWQLD
UHOLJLmRVH[RRSLQLmRHFXOWXUD
2UJDQL]DomRGDFRPXQLGDGH
2UJDQL]DomRGDVRFLHGDGHHQYROYHQWHHGDVFRPXQLGDGHVLQGtJHQDV
Planejamento familiar;
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3ROtWLFDVLQGtJHQDVQDVFRPXQLGDGHVLQGtJHQDVHHQWUHRVSRYRV
3ULQFtSLRVFXOWXUDLVRULJHPLGHQWLGDGHRTXHVRPRVHRTXHTXHUHPRV
5HVROXomR GH VLWXDo}HVSUREOHPDV FRQIRUPH D HWDSD HP TXH RV HGXFDQGRVHVWmRLQVHULGRV
5HVSHLWRjLQVWLWXLomRHVFRODUIXUDUODIXUWDU
5HVSHLWRjUHOLJLmRHFXOWXUDHDRFRVWXPHGHFDGDSRYR
5HVSHLWRDRVPDLVYHOKRVFRQIRUPHDWUDGLomR
5HVSHLWRjVPDQLIHVWDo}HVFXOWXUDLVHpWQLFDV
Responsabilidades: direitos e deveres;

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6ROLGDULHGDGHHQWUHDVFRPXQLGDGHVHRVSRYRV
7UDEDOKRVFRPXQLWiULRVGHVLJQDGRVjHVFRODOHLWXUDHVFULWDDOLPHQWDomRHWF
(GXFDomRVH[XDOSUHYHQomRGHGRHQoDVHJUDYLGH]LQGHVHMDGD
1Ro}HVGHJUiFRV
2]HORSHORERPHVWDGRGDVGHSHQGrQFLDVGD(VFROD
2ULHQWDomRVH[XDO
3UHYHQomRGHDFLGHQWHVWRFDUIRJRQDFDVDHRXEULQFDUFRPJLOHWHRX
FRLVDVTXHSRVVDPPDFKXFDUHWF

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ORIENTAES CURRICULARES PARA O ENSINO MDIO

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Diversidade tnica e Cultural

,QLFLDomRjOLWHUDWXUDLQGtJHQD

$WXDOPHQWH YLYHP HP WHUULWyULR PDWRJURVVHQVH GH]HQDV GH VRFLHGDGHV LQdgenas e muitos outros grupos e pessoas oriundas de diversos estados e
SDtVHV$HVFRODLQGtJHQDSUHFLVDVDEHU
OLGDU FRP WDPDQKD GLYHUVLGDGH FXOWXUDO
na sala de aula e fora dela. Para tanto,
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da justia e da igualdade entre todas as
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outras.

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&RQIHFomRGHLQVWUXPHQWRVPXVLFDLVULWRVHDUWHVDQDWRVLQGtJHQDV
'LYHUVLGDGHOLQJXtVWLFDHGLDOHWDLV
(GXFDomR)tVLFDMRJRVWUDGLFLRQDLVGDQoDVEULQFDGHLUDVHFRUULGDV
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)HVWDVRIHUHQGDVHFXOWRDRVDJUDGR
*UDPiWLFDRUWRJUDDWH[WXDOL]DomRSURGXomRGHWH[WROHLWXUDHSURGXo da lngua indgena);
+LVWyULDVGHRULJHPYLGDGRVDQWLJRVGLIHUHQWHVFRVPRORJLDVGRJUXSR
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,QXrQFLDV OLQJXtVWLFDV GD VRFLHGDGH HQYROYHQWH QDV VRFLHGDGHV LQGtgenas;
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/LGDQGRFRPHVSDoRVHIRUPDVPDQHLUDVGLVWLQWDVGHFRQFHEHURHVSDo, nos diferentes povos indgenas;
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Meios de orientao;
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Rituais e lugares sagrados;
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A origem dos mundos indgenas;
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'DQoDSOXUDOLGDGHFXOWXUDOHGLYHUVLGDGHFXOWXUDO
'DQoDVHP~VLFDVSLQWXUDVFRUSRUDLVHHQIHLWHV
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Introduo do milhar;
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Controle da natalidade;
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Medida do tempo, hora, dias da semana, ms e ano;
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espao, nos diferentes povos;
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FODVVLFDURPXQGR
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Planeta Terra, Ambiente e Biodiversidade

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O Planeta, seu ambiente e a sua biodiversidade so patrimnios fundamenWDLVGDVVRFLHGDGHVKXPDQDVSRUWDQWR

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Me Terra deve ser respeitada em toGRVRVVHXVDVSHFWRVHSRWHQFLDOLGDGHV
ItVLFRVELROyJLFRVDPELHQWDLVHWFGH
maneira que a interao entre os seres
humanos e a natureza seja sustentada
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GHYHVHULQWHUSUHWDGDSHODHVFRODLQGtJHQDFRPRXPH[HPSORLPSUySULRGHOLGDU
FRPRVUHFXUVRVQDWXUDLVHDPELHQWDLV
FRPRDVSULRULGDGHVHFRQ{PLFDVHFRP
RVYDORUHVGDVVRFLHGDGHVPRGHUQDV2
FXUUtFXOR GDV HVFRODV GHYH FRQWHPSODU
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FRPRDVXDFRPXQLGDGHOLGDFRPDWHUra, o ambiente e a biodiversidade) e em
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R PRGHOR GH RFXSDomR H GHVHQYROYLPHQWRUHJLRQDOQDFLRQDOHPXQGLDO

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reas Protegidas/Unidades de Conservao;

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WDUHIDVSRUJrQHURHLGDGHSODQWLRHFROKHLWDHWF
8WLOL]DomRHFRQVHUYDomRGRHVSDoRJHRJUiFRSHORVGLIHUHQWHVSRYRV
indgenas;
A relao Cultura e a Natureza no quotidiano:
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Biodiversidade;
Cadeia alimentar;
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HPHGLFLQDLV
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&RQVWUXLUFRQFHLWRVEiVLFRVDVVRFLDGRVDHQHUJLDPDWpULDWUDQVIRUPDo, espao, tempo, sistema, equilbrio e vida;
Cosmologias dos Povos Indgenas;
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Energias alternativas;
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Noo de atividades degradantes;
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3DLVDJHQVQDWXUDLVHFXOWXUDLVORFDLVVDJUDGRVHOXJDUHVDQWLJRVGHPRradia);
Poluio da gua, do ar e do solo;
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Tipos de solo;
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Terras, Organizaes e Direitos Indgenas

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Os direitos humanos em geral e os direiWRV LQGtJHQDV HP SDUWLFXODU VmR WHPDV

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O direito vida, terra e aos modos
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as suas formas de organizao e de representao, por se tratarem de temas
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296

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Debate sobre terras indgenas;
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frente e atrs);
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Estatuto do ndio;
Limites territoriais;
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$SURSULDomRXWLOL]DomRHFRQVHUYDomRGRHVSDoRJHRJUiFRSHORVGLIHrentes povos indgenas;
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Autonomia indgena;
Cidadania e direitos indgenas;
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Elaborao de pequenos projetos de manejo sustentvel;
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Estudo da legislao indgena;
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no-indgenas;
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Hierarquia legislativa: (leis maiores e menores);
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dela);
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e fazer legenda;
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OLGHUDQoDVHFRQTXLVWDV
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Desmatamento, queimada e retirada de madeira;
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vivos;
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Orientaes Curriculares das Diversidades Educacionais

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Segurana Alimentar, Trabalho e Autossustentao.

Debate sobre trabalho, renda e sustento;

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indgena de Mato Grosso. Para obter o
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e as alternativas individuais de trabaOKR UHPXQHUDGR $ HVFROD SRGH FRQWULEXLU SDUD FULDU DOWHUQDWLYDV GH WUDEDOKR
emprego, renda, utilizao sustentada
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GH EXVFDU DOWHUQDWLYDV SDUD VHX HTXDFLRQDPHQWR

298

Dilogos em lngua indgena sobre temas alimentao, trabalho e renda;

Leitura de manuais de instruo;
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$LPSRUWkQFLDGDUHYLWDOL]DomRGRDUWHVDQDWRFRPRIRUPDGDPDQXWHQomRGDFXOWXUDHGDDXWRVVXVWHQWDELOLGDGH
$LPSRUWkQFLDGRWUDEDOKRWUDGLFLRQDOLQGtJHQDQRIRUWDOHFLPHQWRGDVUHODo}HVVRFLDLVGDVDOGHLDV
$SURSULDomRXWLOL]DomRHFRQVHUYDomRGRHVSDoRJHRJUiFRSHORVGLIHrentes povos indgenas;
$VVRUHDPHQWRjFRPXQLGDGH
Autonomia indgena;
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LQWHUIHUrQFLDVFXOWXUDLVHEHQHItFLRV
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Elaborao de pequenos projetos de manejo sustentvel;
,QXrQFLDGDVRFLHGDGHHQYROYHQWHQRPRGRGHYLGDVRFLHGDGHLQGtJHna;
3ROtWLFDVS~EOLFDVSDUDSRSXODo}HVLQGtJHQDV
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6LVWHPDPRQHWiULRHMXVWLoDVRFLDO
5HYLWDOL]DomRGRDUWHVDQDWRFRPRIRUPDGHDXWRVVXVWHQWR
Trabalho e autossustentao;
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D(VFRODFRPSUDUDPHUHQGDQDSUySULDFRPXQLGDGH
$URoDWUDGLFLRQDOFRPRSURGXomRDOLPHQWDUHVXVWHQWDELOLGDGHVRFLDOH
HFRQ{PLFD
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&RQVWUXLUFRQFHLWRVEiVLFRVDVVRFLDGRVDHQHUJLDPDWpULDWUDQVIRUPDo, espao, tempo, sistema, equilbrio e vida;
Desmatamento, queimada e retirada de madeira;
(VWXGR VREUH FRRSHUDWLYLVPR SDUD D VHJXUDQoD DOLPHQWDU WUDEDOKR H
sustentao;
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,PSRUWkQFLDGDUHYLWDOL]DomRGRDUWHVDQDWRFRPRIRUPDGDPDQXWHQomR
GDFXOWXUDHGDDXWRVVXVWHQWDELOLGDGH
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0HGLGDGHFRPSULPHQWRXWLOL]DGDVQRGLDDGLD

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Mtodo de queimar a roa;

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0LJUDomRUHODomRFRPXQLGDGHHVSDoR

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Educao para Sade

Debate sobre sade indgena;

A sade indgena tambm tem sido um

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todos possam ter uma vida saudvel
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TXH DWLQJHP DV VRFLHGDGHV FRQWHPSRUkQHDV2VDVVXQWRVUHODFLRQDGRVjVH[XDOLGDGH '67V H DOFRROLVPR WrP VLGR
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Grosso.

Dilogos em lngua indgena sobre o tema da sade indgena;

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Problemas da obesidade;
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espritos);
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Alimentao do dia a dia: efeitos dos alimentos industrializados;
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Consumo de alimentos industrializado e natural;
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sustentao;
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Meio ambiente e sade;
Perodo de gravidez e resguardo;
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Orientaes Curriculares das Diversidades Educacionais

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tica, Justia, Solidariedade e Paz

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