<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822017000200079</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v22i45.997</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O uso do calendário socioecológico na estruturação do currículo das escolas indígenas: uma proposta interdisciplinar e intercultural]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of the socioecológico calendar in structuring the curriculum of indigenous schools: an interdisciplinary and intercultural proposal]]></article-title>
<article-title xml:lang="es"><![CDATA[El uso del calendario socioecológico en la estructuración del currículo de las escuelas indígenas: una propuesta interdisciplinar e intercultural]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Cleunice de Barros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valadares]]></surname>
<given-names><![CDATA[Juarez Melgaço]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silveira Júnior]]></surname>
<given-names><![CDATA[Célio da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Estadual Indígena Kuhinãn  ]]></institution>
<addr-line><![CDATA[Minas Gerais ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>45</numero>
<fpage>79</fpage>
<lpage>98</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822017000200079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822017000200079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822017000200079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste trabalho, analisamos a trajet&#243;ria de um grupo de professores ind&#237;genas da etnia Xakriab&#225;, que vivem no Norte de Minas Gerais, e que, nos &#250;ltimos anos, tem se voltado para a incorpora&#231;&#227;o e valoriza&#231;&#227;o da sua cultura no curr&#237;culo de suas escolas. Como instrumento te&#243;rico-metodol&#243;gico, esses professores t&#234;m se amparado no Calend&#225;rio Socioecol&#243;gico proposto por Gasch&#233;. A partir das entrevistas realizadas com dois professores, buscamos os limites e as possibilidades que vivenciaram ao longo desse processo: Que conte&#250;dos constru&#237;ram para o curr&#237;culo, a partir do uso do calend&#225;rio socioecol&#243;gico? Que dificuldades encontraram? Por meio de uma abordagem qualitativa, procuramos apreender a din&#226;mica, a complexidade e o desenrolar da trama curricular na escola, a partir dos significados atribu&#237;dos por seus atores ao cumprimento da tarefa. Apoiados no referencial do franc&#234;s Ren&#233; Ka&#235;s, buscamos os impasses vividos e as sa&#237;das encontradas pelos professores, de forma a aprofundar nosso conhecimento sobre a fun&#231;&#227;o social da escola para os povos ind&#237;genas. As respostas obtidas nos evidenciaram as dificuldades de se incorporar a "cultura ind&#237;gena" em articula&#231;&#227;o com os saberes acad&#234;micos. Conclus&#245;es importantes sobre os desafios na implementa&#231;&#227;o de experi&#234;ncias curriculares inovadoras s&#227;o mencionadas, bem como s&#227;o indicados alguns impactos para a forma&#231;&#227;o docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this paper we analyze the path of a group of indigenous teachers Xakriab&#225; ethnicity, living in the North of Minas Gerais. In recent years, they have focused on the development and appreciation of their culture in the curriculum of their schools. As a methodological tool, these teachers have used the socioecological Calendar. Through a qualitative approach, we conducted interviews with two teachers, we seek the limits and possibilities experienced throughout this process: What content built into the curriculum, from the use of socio-ecological calendar? What difficulties encountered? We seek to grasp the dynamics, complexity and the development of curriculum development at the school, from the meanings assigned by their actors to fulfill the task. Supported on psychoanalysis French Ren&#233; Ka&#235;s, we seek the lived impasses and outputs by the teachers, in order to deepen our knowledge of the school's social role for indigenous peoples. The analysis showed the difficulties of incorporating the "indigenous culture" in conjunction with academic knowledge. Conclusions on the challenges in implementing innovative curricular experiences are mentioned and are given some impact on teacher training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este trabajo se analiza la trayectoria de un grupo de maestros ind&#237;genas Xakriab&#225; etnia, que viven en el norte de Minas Gerais. En los &#250;ltimos a&#241;os, se han centrado en el desarrollo y la valoraci&#243;n de su cultura en el plan de estudios de sus escuelas. Como herramienta metodol&#243;gica, estos profesores han utilizado el Calendario socioecol&#243;gica Gasch&#233;. A trav&#233;s de un enfoque cualitativo, se realizaron entrevistas con dos maestros, buscamos los l&#237;mites y posibilidades experimentado a lo largo de este proceso: &#191;Qu&#233; contenido incorporado en el plan de estudios, a partir de la utilizaci&#243;n de calendario socio-ecol&#243;gica? &#191;Qu&#233; dificultades encontradas? Buscamos captar la din&#225;mica, la complejidad y el desarrollo de desarrollo curricular en la escuela, a partir de los significados asignados por sus actores para cumplir la tarea. Apoyado en el psicoan&#225;lisis franc&#233;s Ren&#233; Ka&#235;s, buscamos los puntos muertos duraci&#243;n y salidas de los profesores, con el fin de profundizar en el conocimiento de la funci&#243;n social de la escuela para los pueblos ind&#237;genas. El an&#225;lisis mostr&#243; las dificultades de incorporar la "cultura ind&#237;gena", en relaci&#243;n con el conocimiento acad&#233;mico. Conclusiones sobre los desaf&#237;os en la implementaci&#243;n de experiencias curriculares innovadoras se mencionan y se les da un cierto impacto en la formaci&#243;n de profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo escolar]]></kwd>
<kwd lng="pt"><![CDATA[interculturalidade]]></kwd>
<kwd lng="pt"><![CDATA[calendário socioecológico]]></kwd>
<kwd lng="en"><![CDATA[school curriculum]]></kwd>
<kwd lng="en"><![CDATA[border cultures]]></kwd>
<kwd lng="en"><![CDATA[socioecological calendar]]></kwd>
<kwd lng="es"><![CDATA[plan de estudios]]></kwd>
<kwd lng="es"><![CDATA[culturas fronterizas]]></kwd>
<kwd lng="es"><![CDATA[calendario socioecológico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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