Subjective images of objective realities: what are we doing with the name of extension curricularization?
DOI:
https://doi.org/10.5212/PraxEduc.v.19.22756.090Abstract
This article aims to understand how extension has been curricularized in Brazilian Higher Education. Bibliographical research was carried out, the data source of which was a set of eight experience reports selected according to the State of Knowledge methodology. The theoretical perspective was historical-cultural, whose foundation is the historical-dialectical materialism. Qualitative analysis was carried out in terms of the implementation procedures for extension curricularization and concepts underlying the process. A diversity of mechanisms and actions adopted in curricularization was observed, with some suggesting misunderstandings in the interpretation of current legislation. Predominance of traditional conception of extension was observed, which appears as qualification and training, to the detriment of an educational praxis that promotes human development. Furthermore, gaps remain in the process, among which the curricularization in night classes, with working students, and the understanding of key concepts, such as dialogical interaction, participation, transformation, and social relevance, stand out.
Kewwords: Higher Education. Community extension. Activity theory.
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