Curricularização da extensão: olhares dos estudantes da pedagogia da Universidade Federal da Fronteira Sul

Abstract

This dissertation, whose research theme is “Curricularization of Extension in teacher training” is linked to the Professional Graduate Program in Education at the Federal University of Fronteira Sul (UFFS), Campus Erechim-RS. The study was carried out in the years 2021 and 2022 and aims to analyze the views of UFFS Pedagogy students from their academic experiences, on the condition of protagonism in extension activities. It seeks to collaborate in the analysis of the problem: what are the looks of the students of Pedagogy at UFFS regarding the condition of protagonism foreseen by the guidelines of the curricularization of the extension? The study began with a reflective theoretical work on the trajectory, memories and experience of the subject (BOSI, 2016; FREITAS, 2004; LARROSA, 2002; NÓVOA, 1995; VEIGA; VIANA, 2012) and the relationship with the object of investigation, followed by a production aimed at constituting the state of knowledge (MOROSINI; FERNANDES, 2014; MOROSINI; NASCIMENTO, 2015) of the research object to justify the importance of the investigation. The research is of the social type of qualitative approach (MINAYO; DESLANDES; GOMES, 2002) and has in the dialectical method (SÁNCHEZ GAMBOA, 1998) the orientation of the methodological path. The bibliographic research (MINAYO; DESLANDES; GOMES, 2002) reviews the concepts and possible dialogues with each other dealing with the extension (FREIRE, 2017; GADOTTI, 2017) taken in the immersion of the theoretical set of liberating pedagogy (FREIRE, 1996, 2016, 2017, 2020a, 2020b, 2021); curriculum, based on critical theories (MOREIRA; TADEU, 2011; PACHECO, 2009; SILVA, 2010; LIBÂNEO, 2018; YOUNG, 2014); and interdisciplinarity (LIBÂNEO, 2018; THIESEN, 2008). The documentary study (LUDKE; ANDRÉ, 1986; CELLARD, 2012) was dedicated to the analysis of national laws and policies, as well as the norms and policies of the institution in what dialogues with the research problem and in the analysis in relation to the research object, highlighting the guidelines and definitions of university extension contained in this documentary base as a whole (BRASIL, 1988, 2014, 2018; FORPROEX, 2015; UFFS, 2019, 2021). Field research (MINAYO; DESLANDES; GOMES, 2002) adopts the interview (LUDKE; ANDRÉ, 1986) as the main technique with the support of a data collection form and field diary. The field of investigation has as subjects to compose the research group the pedagogy students of the UFFS. Content analysis (MINAYO; DESLANDES; GOMES, 2002) constitutes the form of data treatment, systematization and analysis. The forwarding of the research, which is considered the product of the study, systematizes a methodology for university extension training through the cycle of dialogues based on the guidelines and principles of culture circles (GADOTTI; CARNOY, 2018; FREIRE, 2017, 2020a, 2021; SAUL, 2008; STRECK; REDIN; ZITKOSKI, 2010). The final considerations deal with the inconclusion in relation to the object, which is characteristic of social studies and in education when it takes the principle of dialectics, which takes reality and the phenomenon as a process in motion. The work arrives at a clipping of the historical process and a totality of the relationship between the specificities involved with the object. Based on the hypotheses designed for the study, the considerations, based on the analysis of the experiences brought by the students, indicate the presence of limits for students to conceive the inseparability between teaching, research and extension, which is in a direct relationship with the curricularization process of the extension. It is faced with an affirmation of the hypothesis that predicted a strong presence of the crediting of workload arising from the student's participation in complementary activities. However, the student's criticality welcomes curricularization in the critical perspective of dialogue and social transformation, without losing sight of the concerns with the effective conditions for implementation. The analyzed data collaborate with the affirmation of the hypothesis of the student's identification with the demand and the social purpose to constitute a safer performance regarding the protagonism in extension activities.