Curricularização da extensão no curso de pedagogia em uma instituição particular do litoral paranaense: debates e embates

Abstract

Linked to the Research Line: “Pedagogical Practices: Articulating Elements” this Master´s degree dissertation integrates the research carried out by Group named: “Teacher Training, Educational Territories and Social Representations – FOTERS”. The main object of study is the university extension in the Pedagogy course. The research problem is: what debates and conflicts about university extension are present in the Pedagogy course at a private College located on the coast of Paraná? For that, as a major objective, it is proposed: to analyze the debates and clashes about the “curricularização” of extension present in the Pedagogy course in a private college in the state of Paraná and their contributions to the pedagogue´s training. The specific objectives are: a) Historicize the context and structure of the curricular matrix of the degree course in Pedagogy at private College in the state of Paraná, especially with regard to the “curricularização” of extension. b) Identify the proposition and development of the “curricularização” of extension in the degree course in Pedagogy, based on the principle of inseparability of teaching, research and extension. As a methodology, for this study, a qualitative approach was adopted in the treatment of research data, to elucidate the subjectivity of the social phenomenon of extension in the researched locus. Furthermore, it is based on documentary analysis of the Institutional Pedagogical Project (PPI), Course Pedagogical Project (PPC), Pedagogical Political Project (PPP) and a semi-structured interview with the College Pedagogical Coordinator. The results presented and analyzed point to the understanding of the “curricularização” of extension and extension actions, in addition to institutional protocols and the encapsulation of notorious knowledge. At the same time, it demonstrates possibilities for the extension to constitute a fruitful space in terms of scholarly and community knowledge and that intertwine and truly add multiple values, to the subject studying the Degree in Pedagogy, in solidifying theory in practice and in link with knowledge previously acquired in life. From this analysis, it allows us to infer that the “curricularização” of university extension based on extension actions share with praxis: theory and practice in an understanding of - action-reflection-action - can really transform teaching in college and expand the horizons of knowledge for society.