Sá Júnior, Lucrecio Araújo deSantos, Maria Clara Pereira2017-02-072017-02-072016-02-23SANTOS, Maria Clara Pereira. A normatização da fragmentação do conhecimento na LDB: um olhar sobre a negação da inteireza. 2016. 175f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016.https://repositorio.ufrn.br/jspui/handle/123456789/21893This 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.Acesso AbertoLDBEducaçãoFragmentação do conhecimentoHistória da Educação do BrasilmasterThesisCNPQ::CIENCIAS HUMANAS::EDUCACAO