University extension in Graduate Programs selection calls: a case study

Abstract

This article investigates how extension activities are understood and valued in selection calls for Graduate Programs. Developed as a case study, following Yin (2001), the research conducts a qualitative analysis of the calls for applications of six programs at the Federal University of Pernambuco (UFPE) that received the highest score in the Quadrennial Evaluation for the 2021–2024 assessment cycle. Despite the heterogeneity in the organization of selection processes, the findings indicate that the curriculum analysis stage is the point at which extension activities are scored. At the end of the analysis, three predominant approaches to the treatment of extension in the calls were identified: (i) non-inclusion of extension activities; (ii) indirect or residual inclusion of extension activities; and (iii) inclusion of extension activities in specific categories and/or items.