Made available in DSpace on 2016-07-27T13:53:23Z (GMT). No. of bitstreams: 1 SANDRIANA RODRIGUES DA SILVA.pdf: 5018679 bytes, checksum: d754f609435aa69d1dfc3319ff6092a7 (MD5) Previous issue date: 2015-08-28 / This research, whose aim was analyzing education and cultural diversity, intended to understand the valorization of different cultures in classrooms. It was necessary a guiding question to reach this aim, which is referred to the wisdoms enclosed in the curricular matrixes in what they are related to cultural diversity at Maraba city in southeast of the state of Para, Brazil. The research was developed following a qualitative methodology, which consisted in observation of everyday life of a school, by means of visiting it during three months, and of a questionary, responded by fifteen teachers. Theoretical references were the Cultural Studies, the Post-colonial Studies and the Curriculum Theories. The bibliographical research had theoretical support by Ribeiro (2006), Bhabha (2013), Silva (2013), Candau (2005, 2010), Mclaren (1997), Fleury (2003), Moreira and Tadeu (2011), Lopes and Macedo (2002; 2011), Libâneo (2013). As a result of our analyses and reflections we found out that cultural diversity is present on documents that guide education at the county, like National Curriculum Parameters (PCNs), Curriculum Parameters of Maraba City (PCMM) and the County Educational Plan (PME); everyday life of the school, however, is indifferent to the presence of different cultures in classroom and teachers recognize their own difficulties to deal with differences and cultural diversity and, consequently, to deal with different people. / Esta pesquisa, com o objetivo de analisar a Educação e Diversidade Cultural: olhares sobre as orientações curriculares do ensino fundamental, buscou compreender a valorização das culturas na sala de aula. Para tanto, fez-se necessária uma questão norteadora, que foi verificar os saberes contidos nas Matrizes Curriculares no que diz respeito à diversidade cultural na cidade de Marabá, sudeste do Pará. A pesquisa foi desenvolvida com a metodologia qualitativa, por meio de observação do cotidiano da escola, por meio de visita à escola durante três meses. O universo da pesquisa foi composto por 15 professores do ensino fundamental, que responderam a um questionário. O referencial teórico teve por base os Culturais, os estudos pós-coloniais e teorias do currículo. A pesquisa bibliográfica teve como apoio teórico Ribeiro (2006), Bhabha (2013), Silva (2013), Candau (2005; 2010), Mclaren (1997), Fleuri (2003) Moreira e Tadeu (2011), Lopes e Macedo (2002; 2011), Libâneo (2013). A partir de nossa análise e reflexão, constatamos que a diversidade cultural se faz presente nos documentos que norteiam a educação do município, como os Paramentros Curriculares Nacionais (PCNs), os Paramentros Curriculares Municipais do Municipio de Marabá (PCMM) o Plano Municipal de Educação ,(PME), o cotidiano da escola, porém, é indiferente à presença das diversas culturas na sala de aula e os professores reconhecem a dificuldade de lidar com as diferenças e a diversidade cultural, e consequentemente, de lidar com os diferentes.