REFLEXÕES SOBRE O PDI: CURRICULARIZAÇÃO DA EXTENSÃO COMO INSTRUMENTO DE AUTONOMIA ESTUDANTIL

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DOI:

https://doi.org/10.5212/Rev.Conexao.v.21.24772.026

Abstract

Abstract: This article discusses the role of students in the extension curriculum. For this purpose, the institutional development plans of the Federal Institutes of the southern region of Brazil were analyzed, taking the Chemistry Degree courses as a sample. Data analysis was based on the Content Analysis method with the aid of the ATLAS.ti software. The pre-established context units were: a. Extension and, b. Student Protagonism. It was possible to observe that, although the institutional development plans address topics related to Extension and student protagonism, it is not possible to perceive a relationship between them. When cited in the indicated documents, its presence was limited to citations of the current legislation. Considering that the Institutional Development Plan is a fundamental strategic document, it is understood that the detailing of the insertion of Extension is an essential condition for its effective implementation by higher education institutions in Brazil.

Keywords: Extension; Extension Curriculum; Student Protagonism; Federal Institutes.

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Author Biographies

Daiane Toigo Trentin, Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)

Professora no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS), Porto Alegre, RS, Brasil. Aluna de Doutorado na Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, RS, Brasil.

Luciana Calabró, Universidade Federal do Rio Grande do Sul (UFRGS)

Doutorado em Educação em Ciência pela Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brasil.

Magali Inês Pessini, Instituto Federal de Santa Catarina (IFSC)

Pedagoga no Instituto Federal de Santa Catarina (IFSC), Florianópolis, SC, Brasil. Doutorado em Educação em Ciências.

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Published

2025-09-19

Issue

Vol. 21 No. 1 (2025): Publicação Continua

Section

ARTIGOS

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