Curricularization of extension in Pre-service teacher education courses
DOI:
https://doi.org/10.5212/PraxEduc.v.17.20796.093Abstract
This article aimed to present the meanings of extension curricularization in the Pre-service teacher education courses assumed by different subjects at and of the University. It is part of a broader study on the extension curricularization process for the Pre-service teacher education courses at the Universidade Estadual de Ponta Grossa (UEPG). As foundations for understanding and defending university extension, the concept of dialogicity in Freire (1969, 1987a, 1987b, 2001) and the theory of communicative action in Habermas (1997, 2012a, 2012b) are taken. With a qualitative approach, this study was carried out through a semi-structured interview with 17 people, including professionals from the Pro-Rectory of Extension and Cultural Affairs (Proex), participants in the curriculum committee and extension proposals. For data analysis, the validity claims tool was defined, based on Habermas (2012a), which focuses on the relationship between validity claims and the records of dialogue with the research participants. The results indicate that the following aspects prevailed: a) conception of academic, critical and service-providing extension; b) inseparability between the elements of the university tripod, which is a proposition among the interviewees, in documents and references; however, it has not yet materialized and it collides with the conception of a traditional, disciplinary curriculum and, also, with the emphasis on teaching and research practices in initial training.
Keywords: University extension. Extension curricularization. Pre-service teacher education course.
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