Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-02T12:57:07Z No. of bitstreams: 1 MariaClaraPereiraSantos_DISSERT.pdf: 1612594 bytes, checksum: 10473d88265965eb85e21571ac6d61af (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-07T21:32:50Z (GMT) No. of bitstreams: 1 MariaClaraPereiraSantos_DISSERT.pdf: 1612594 bytes, checksum: 10473d88265965eb85e21571ac6d61af (MD5) / Made available in DSpace on 2017-02-07T21:32:50Z (GMT). No. of bitstreams: 1 MariaClaraPereiraSantos_DISSERT.pdf: 1612594 bytes, checksum: 10473d88265965eb85e21571ac6d61af (MD5) Previous issue date: 2016-02-23 / Esta disserta??o tem como objetivo compreender o processo de normatiza??o da fragmenta??o do conhecimento na Lei de Diretrizes e Bases da Educa??o Nacional (LDB) de 1996. Dessa forma, parte da problematiza??o da hist?ria da educa??o em suas complexidades, para construir uma an?lise da rela??o do ensino nas escolas de educa??o b?sica brasileira com as incoer?ncias observadas na hist?ria da educa??o do Brasil, pressupondo a interliga??o que tais incoer?ncias mant?m com as pr?prias contradi??es que se mostram na hist?ria da educa??o. Para sustenta??o da an?lise cr?tica, faz-se uso do m?todo materialismo hist?rico dial?tico e da teoria cr?tica de Theodor W. Adorno (1903-1969) e Max Horkheimer (1895-1973). Como metodologia utilizou-se a pesquisa qualitativa de cunho documental, por fazer uso da analise da LDB (1996), como instrumento de identifica??o das incoer?ncias que podem ser relacionadas com as contradi??es hist?ricas que s?o reproduzidas. Ao mesmo tempo, tais incoer?ncias velam o processo de mantimento das situa??es de opress?o e de domina??o de uns sobre muitos na hist?ria da educa??o do Brasil. Dessa forma, observamos que as contradi??es fazem parte de nossa exist?ncia. Contudo, existem incoer?ncias que, independentemente de estarem relacionadas, possivelmente, com as contradi??es que se entrela?am ao fen?meno da vida humana, s?o frutos de um processo de explora??o e opress?o de uns sobre muitos e que terminam por refletir em v?rios ?mbitos sociais, como: no ato de educar, conseguintemente, nas escolas. Por sua vez, esses reflexos retroalimentam o processo de explora??o e opress?o, deixando marcas em v?rios momentos distintos da hist?ria. Esse olhar cr?tico sobre a hist?ria da educa??o do Brasil termina por tornar-se o expositor da fragmenta??o do conhecimento dentro do ato de educar adaptativo, e ? essa educa??o adaptativa que ? normatizada pela LDB de 1996, como resultado da rela??o desse documento com o fato de a educa??o tornar-se, em v?rios aspectos, subordinada ?s necessidades do mercado. Logo, esse documento termina por normatizar a fragmenta??o do conhecimento dentro dos espa?os de ensino formal. Por esse motivo, essa rela??o subordinada ? usada como desveladora do processo de normatiza??o do conhecimento semiformador na LDB e sua rela??o com a estrutura??o da economia na sociedade contempor?nea, caracterizada pela subordina??o da educa??o ?s necessidades do processo de produ??o e de consumo. Conclui-se, que a normatiza??o da fragmenta??o do conhecimento na LDB est? por tr?s dos pontos negativos que podemos encontrar nesse documento, e tal fato aponta a necessidade de criarmos estrat?gias para que continuemos garantindo as melhorias da educa??o brasileira, que saiam do ?mbito quantitativo e cheguem cada vez mais ao ?mbito qualitativo. / This dissertation aims to understand the regulation process of the knowledge fragmentation in the Law of Guidelines and Bases of National Education (LDB) of 1996. Thus, it starts from the problematization of the history of education in its complexities to build an analysis of the relationship between the education in Brazilian basic education schools, and the inconsistencies observed in the history of the education in Brazil, assuming the interconnection that such inconsistencies have with the contradictions shown in the history of education. We use the method of dialectical and historical materialism, and the critical theory of Theodor W. Adorno (1903-1969) and Max Horkheimer (1895-1973) to support the critical analysis. The methodology was the qualitative research on documentary evidence, by making use of the analysis of the LDB (1996), as an instrument to identify the inconsistencies that can be related to the historical contradictions that are reproduced. At the same time, such inconsistencies hide the maintenance process of the situations of oppression and domination from some over many in the history of education in Brazil. Thus, we see that the contradictions are part of our existence. However, there are inconsistencies that, whether they are possibly related with the contradictions that intertwine the phenomenon of human life, are the result of a process of exploitation and oppression from one over many, which ultimately reflects in various social contexts, such as in act of educating in schools. In turn, these reflexes feedback the process of exploitation and oppression, leaving marks in different moments of history. This critical look at the history of the education in Brazil ends up revealing the fragmentation of knowledge within the act of adaptive education, and it is this adaptive education that is standardized by the LDB of 1996 as a result of the relationship of this document with the fact of education become, in many respects, subject to market needs. Therefore, this document ends by normalizing the fragmentation of knowledge within the formal educational locations. For this reason, this subordinate relationship is used as revealing the standardization process of the semiformador knowledge in LDB and its relation to the structure of the economy in contemporary society, characterized by the subordination of education to the needs of the production and consumption process. It follows that the standardization of the knowledge fragmentation/fragmentation of knowledge in LDB is behind the negative points that we can find in this document, and this fact points to the need to create strategies to continue ensuring the improvement of Brazilian education, leaving the quantitative framework and come increasingly under the qualitative.