EXTENSÃO UNIVERSITÁRIA: CURRICULARIZAÇÃO E AVALIAÇÃO INSTITUCIONAL
The curricularization of extension, as part of the process of institutionalizing this university activity, is on the agenda of Brazilian Higher Education Institutions, especially universities, institutions governed by the inseparability of teaching, research and extension. In 2018, the National Educ...
| Autores: | , |
|---|---|
| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Universidade Federal de Minas Gerais (UFMG) |
| Repositorio: | Interfaces (Belo Horizonte. Online) - Revista de Extensão da UFMG |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufmg.br:article/51397 |
| Acesso em linha: | https://periodicos.ufmg.br/index.php/revistainterfaces/article/view/51397 |
| Access Level: | acceso abierto |
| Palavra-chave: | Extensão Universitária Curricularização Avaliação Institucional University Extension Curricularization Institutional Assessment |
| Resumo: | The curricularization of extension, as part of the process of institutionalizing this university activity, is on the agenda of Brazilian Higher Education Institutions, especially universities, institutions governed by the inseparability of teaching, research and extension. In 2018, the National Education Council outlined guidelines for extension and made its accreditation mandatory in undergraduate curricula, which will imply institutional evaluation processes in the area, a reality already consolidated in the sphere of teaching and research. This work analyzes the ways of inserting extension into the undergraduate curriculum and its evaluation, based on the discussion regarding the curriculum and the underlying university and society model. The exploratory investigation is based on documentary research and content analysis of the guidelines issued by the Council and the institutional resolutions of federal universities that regulated the topic until 2019. The results show that institutions have adopted different formats for inserting the extension in curricula, devoting little or no attention to their implications for assessment. It is concluded that this process is underway in most federal universities, and that, if historically extension has been silenced in institutional evaluation, its curricularization will require a new perspective and place. |
|---|