Inserção curricular da extensão universitária nos cursos de licenciatura do Instituto Federal do Maranhão (IFMA)

Abstract

This dissertation is affiliated with the Graduate Program in Education at the Faculty of Education of the Federal University of Grande Dourados, within the research line Teacher Education and Educational Practices. The aim of this research is to investigate the implementation of the policy for the curricularization of university extension in undergraduate teacher education programs at the Federal Institute of Maranhão (IFMA). The Federal Institutes of Education, Science and Technology were created in 2008 by Law No. 11,892, of December 29, 2008. Built upon the triad of teaching, research, and extension, these institutions – like other higher education institutions – must comply with Resolution CNE/CES No. 7, of December 18, 2018, which establishes the guidelines for university extension. According to this resolution, extension activities must correspond to at least 10% of the total course workload, being incorporated into the curricular matrix and, consequently, into the Political-Pedagogical Project (PPP) of each program. To achieve this objective, a qualitative research approach was adopted, involving bibliographic, documentary, and empirical research. The study included staff members directly involved in the process of integrating extension into IFMA’s teacher education programs, namely: staff from the Pro-Rectory of Teaching and the Pro-Rectory of Extension, coordinators of teacher education programs, faculty members, and heads of the Department of Extension and Institutional Relations. Data collection consisted of a questionnaire administered via Google Forms and semi-structured interviews with 29 staff members, conducted through Google Meet. The analysis of resolutions from Federal Institutes across Brazil indicated that the 10% workload requirement is formally included in these documents. However, weaknesses were observed, such as the absence of clear guidelines for recording activities, mechanisms for self-assessment, funding sources, and strategies for incorporating this workload into curricular structures. At IFMA, the integration of extension is taking place in accordance with the legislation. Nevertheless, according to participants, certain aspects still require clarification, such as the recording of activities and the definition of funding sources. Thus, the thesis presented is that the integration of university extension into IFMA’s teacher education programs is occurring in compliance with legal requirements; however, it presents several weaknesses, such as inconsistencies in the recording of activities, lack of funding, work overload for faculty and students, and the prevalence of isolated actions, contrary to the principle of interdisciplinarity.