Contextos emergentes: inserção das ações de extensão nos cursos de graduação da UFSM
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/22991 |
Resumo: | This Master’s degree in Education is part of the line of Educational Public Polices, Educational Practices and their Interfaces, from the Graduate Program in Education of the Federal University of Santa Maria/UFSM and to the GESTAR/CNPq Research Group. The university extension becomes emerging in the curriculum of higher education courses, since the current National Education Plan (2014) foresees in the goal 12.7, at least 10% of the total curricular credits required for graduation in extension actions, making it’s curricular implementation challenging. Thus, the question is: from the perspective of emerging contexts in higher education and current public policies, what aspects are related to the insertion of extension actions in the curricula of undergraduate courses of the Federal University of Santa Maria (UFSM)? In addition to the general objective of analyzing the perspective of emerging contexts in higher education and current public policies, considering aspects related to the insertion of extension actions in the undergraduate curricula of the Federal University of Santa Maria (UFSM). For specific objectives it was prioritized: i) understand university extension in the historical and political context of higher education, at global, national and local levels, in the configuration of emerging contexts; ii) identify public policies on university extension and its relations with the context of undergraduate courses at UFSM; iii) recognize the university extension actions present in the curriculum of undergraduate courses at UFSM in its interfaces for the production of emerging contexts. The research methodology is characterized as qualitative of the case study type. The benchmarks deal with the historical and political trajectory of extension in higher education, educational and extensionist policies from the perspective of emerging contexts at the global and local levels; the insertion of extension in the curriculum of undergraduate courses at UFSM, the understanding of terminology and articulation of the teaching-research and extension tripod. The tools for data construction were based on the analysis of institutional documents and responses to mixed questionnaires with twelve Course Coordinators, through content analysis. The analysis of UFSM documents and the Pedagogical Project of the Courses are cited as inseparable research and teaching actions and characterize the main function of the university with society. However, in most PPC, extension occupies the position of complementary activity to the curriculum, largely dissociated from the formative processes of the curricular matrix, highlighting two courses as an emerging context for the fulfillment of the policy of insertion. In response to the questionnaire, the coordinators pointed out actions, perspectives, and conceptions that potentialize the insertion of extension actions in the curriculum. They emphasized their desires in relation to the fulfillment of extensionist policies to what confers the specificities of the courses, the workload, the profile and the student formation, and the teaching protagonism in the accomplishment of the activities. A relevant highlight in the coordinators' responses and in the analysis of the documents was the evidence of the challenges regarding the understanding of extension in the curriculum as an academic training field, inseparable from research and teaching, which demands investment in the understanding of extensionist policies and practices in order to break with the linearity of the curricular organization of undergraduate courses and the welfare perspective of the social function of the University. |
id |
UFSM-20_60a3aa42fbc34449e99fc984b3aeb669 |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/22991 |
network_acronym_str |
UFSM-20 |
network_name_str |
Manancial - Repositório Digital da UFSM |
repository_id_str |
3913 |
spelling |
2021-11-25T17:38:22Z2021-11-25T17:38:22Z2019-11-26http://repositorio.ufsm.br/handle/1/22991This Master’s degree in Education is part of the line of Educational Public Polices, Educational Practices and their Interfaces, from the Graduate Program in Education of the Federal University of Santa Maria/UFSM and to the GESTAR/CNPq Research Group. The university extension becomes emerging in the curriculum of higher education courses, since the current National Education Plan (2014) foresees in the goal 12.7, at least 10% of the total curricular credits required for graduation in extension actions, making it’s curricular implementation challenging. Thus, the question is: from the perspective of emerging contexts in higher education and current public policies, what aspects are related to the insertion of extension actions in the curricula of undergraduate courses of the Federal University of Santa Maria (UFSM)? In addition to the general objective of analyzing the perspective of emerging contexts in higher education and current public policies, considering aspects related to the insertion of extension actions in the undergraduate curricula of the Federal University of Santa Maria (UFSM). For specific objectives it was prioritized: i) understand university extension in the historical and political context of higher education, at global, national and local levels, in the configuration of emerging contexts; ii) identify public policies on university extension and its relations with the context of undergraduate courses at UFSM; iii) recognize the university extension actions present in the curriculum of undergraduate courses at UFSM in its interfaces for the production of emerging contexts. The research methodology is characterized as qualitative of the case study type. The benchmarks deal with the historical and political trajectory of extension in higher education, educational and extensionist policies from the perspective of emerging contexts at the global and local levels; the insertion of extension in the curriculum of undergraduate courses at UFSM, the understanding of terminology and articulation of the teaching-research and extension tripod. The tools for data construction were based on the analysis of institutional documents and responses to mixed questionnaires with twelve Course Coordinators, through content analysis. The analysis of UFSM documents and the Pedagogical Project of the Courses are cited as inseparable research and teaching actions and characterize the main function of the university with society. However, in most PPC, extension occupies the position of complementary activity to the curriculum, largely dissociated from the formative processes of the curricular matrix, highlighting two courses as an emerging context for the fulfillment of the policy of insertion. In response to the questionnaire, the coordinators pointed out actions, perspectives, and conceptions that potentialize the insertion of extension actions in the curriculum. They emphasized their desires in relation to the fulfillment of extensionist policies to what confers the specificities of the courses, the workload, the profile and the student formation, and the teaching protagonism in the accomplishment of the activities. A relevant highlight in the coordinators' responses and in the analysis of the documents was the evidence of the challenges regarding the understanding of extension in the curriculum as an academic training field, inseparable from research and teaching, which demands investment in the understanding of extensionist policies and practices in order to break with the linearity of the curricular organization of undergraduate courses and the welfare perspective of the social function of the University.Este trabalho de Mestrado em Educação está inserido na linha de Políticas Públicas Educacionais, Práticas Educativas e suas Interfaces, do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria/UFSM e ao Grupo de Pesquisa GESTAR/CNPq. A extensão universitária tornase emergente no currículo dos cursos Superiores, uma vez que o atual Plano Nacional de Educação (2014) prevê na meta 12.7, no mínimo, 10% do total de créditos curriculares exigidos para graduação em ações de extensão, tornando-se desafiadora a sua implementação curricular. Assim, questiona-se: na perspectiva dos contextos emergentes na educação superior e atuais políticas públicas, quais aspectos estão relacionados à inserção das ações de extensão nos currículos de cursos de graduação da Universidade Federal de Santa Maria (UFSM)? Além de ter como objetivo geral analisar a perspectiva dos contextos emergentes na educação superior e atuais políticas públicas, considerando aspectos relacionados à inserção das ações de extensão nos currículos de cursos de graduação da Universidade Federal de Santa Maria (UFSM). Por objetivos específicos priorizou-se: i)compreender a extensão universitária no contexto histórico e político da educação superior, em âmbito global, nacional e local, na configuração de contextos emergentes; ii)identificar as políticas públicas sobre a extensão universitária e suas relações com o contexto de cursos de graduação da UFSM; iii) reconhecer as ações de extensão universitária presentes no currículo de cursos de graduação da UFSM em suas interfaces para a produção de contextos emergentes. A metodologia de pesquisa caracteriza-se como qualitativa do tipo estudo de caso. Os marcos referenciais tratam da trajetória histórica e política da extensão na educação superior, das políticas educacionais e extensionistas na perspectiva dos contextos emergente a nível global e local; da inserção da extensão no currículo dos cursos de graduação da UFSM, a compreensão da terminologia e articulação do tripé ensino-pesquisa e extensão. Os instrumentos para a construção dos dados, baseou-se na análise dos documentos institucionais e das respostas dos questionários mistos com doze Coordenadores de Cursos, através da análise de conteúdo. Diante a análise dos documentos da UFSM e do Projeto Pedagógico dos Cursos a extensão é citada como indissociável as ações de pesquisa e ensino e caracteriza a principal função da universidade com a sociedade. Entretanto, na maioria dos PPC a extensão ocupa a posição de atividade complementar ao currículo, por muito, dissociada aos processos formativos da matriz curricular, destacando-se dois cursos como contexto emergente ao atendimento da política de inserção. Em resposta ao questionário os coordenadores apontaram ações, perspectivas e concepções que potencializam a inserção das ações de extensão no currículo, destacaram seus anseios com relação ao atendimento das políticas extensionistas ao que confere as especificidades dos cursos, a carga horária, o perfil e a formação discente, e o protagonismo docente na efetivação das atividades. Um destaque relevante nas respostas dos coordenadores e na análise dos documentos, foi a evidência dos desafios quanto a compreensão da extensão no currículo como campo formativo acadêmico, indissociável da pesquisa e do ensino, o que demanda investimento na compreensão das políticas e práticas extensionistas a fim de romper com linearidade da organização curricular dos cursos de graduação e a perspectiva assistencialista da função social da Universidade.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessExtensão universitáriaPolíticas públicasCurrículo de cursos de graduaçãoUFSMContextos emergentesContextos emergentesUniversity extensionPublic policiesUndergraduate curriculumEmerging contextsCNPQ::CIENCIAS HUMANAS::EDUCACAOContextos emergentes: inserção das ações de extensão nos cursos de graduação da UFSMEmerging contexts: inserting extension actions in UFSM graduation coursesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisDalla Corte, Marilene Gabrielhttp://lattes.cnpq.br/1554366181630485Lunardi, Elisiane MachadoNunes, Janilse FernandesPowaczuk, Ana Carla HollwegPossa, Leandra Bôerhttp://lattes.cnpq.br/4872249810387438Rosso, Gabriela Paim70080000000660060060060060047b4fd04-63ed-4bcf-9ce7-a856477151672e2b8f94-cf54-49a6-893c-96028afa942c76b097ee-4c96-4c23-8bcb-6d6e873b3ea10cb683bf-8201-4606-a9ac-404f59f820488acfc380-e673-4d2a-ac24-02415830400862f428e1-8aff-40ad-ba89-4d17fea27acereponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCAÇÃO_2019_ROSSO_GABRIELA.pdfDIS_PPGEDUCAÇÃO_2019_ROSSO_GABRIELA.pdfDissertação de Mestradoapplication/pdf2764829http://repositorio.ufsm.br/bitstream/1/22991/1/DIS_PPGEDUCA%c3%87%c3%83O_2019_ROSSO_GABRIELA.pdfa1032d195257ad875216201664fcbfcfMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/22991/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/22991/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD53TEXTDIS_PPGEDUCAÇÃO_2019_ROSSO_GABRIELA.pdf.txtDIS_PPGEDUCAÇÃO_2019_ROSSO_GABRIELA.pdf.txtExtracted texttext/plain536606http://repositorio.ufsm.br/bitstream/1/22991/4/DIS_PPGEDUCA%c3%87%c3%83O_2019_ROSSO_GABRIELA.pdf.txt9312c297b7500ca15db1da74079fa6d6MD54THUMBNAILDIS_PPGEDUCAÇÃO_2019_ROSSO_GABRIELA.pdf.jpgDIS_PPGEDUCAÇÃO_2019_ROSSO_GABRIELA.pdf.jpgIM Thumbnailimage/jpeg4375http://repositorio.ufsm.br/bitstream/1/22991/5/DIS_PPGEDUCA%c3%87%c3%83O_2019_ROSSO_GABRIELA.pdf.jpga50b69c4698e938a98bfea106c0c8c8aMD551/229912021-12-30 11:19:55.191oai:repositorio.ufsm.br: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ório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132021-12-30T14:19:55Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Contextos emergentes: inserção das ações de extensão nos cursos de graduação da UFSM |
dc.title.alternative.eng.fl_str_mv |
Emerging contexts: inserting extension actions in UFSM graduation courses |
title |
Contextos emergentes: inserção das ações de extensão nos cursos de graduação da UFSM |
spellingShingle |
Contextos emergentes: inserção das ações de extensão nos cursos de graduação da UFSM Rosso, Gabriela Paim Extensão universitária Políticas públicas Currículo de cursos de graduação UFSM Contextos emergentes Contextos emergentes University extension Public policies Undergraduate curriculum Emerging contexts CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Contextos emergentes: inserção das ações de extensão nos cursos de graduação da UFSM |
title_full |
Contextos emergentes: inserção das ações de extensão nos cursos de graduação da UFSM |
title_fullStr |
Contextos emergentes: inserção das ações de extensão nos cursos de graduação da UFSM |
title_full_unstemmed |
Contextos emergentes: inserção das ações de extensão nos cursos de graduação da UFSM |
title_sort |
Contextos emergentes: inserção das ações de extensão nos cursos de graduação da UFSM |
author |
Rosso, Gabriela Paim |
author_facet |
Rosso, Gabriela Paim |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Dalla Corte, Marilene Gabriel |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1554366181630485 |
dc.contributor.advisor-co1.fl_str_mv |
Lunardi, Elisiane Machado |
dc.contributor.referee1.fl_str_mv |
Nunes, Janilse Fernandes |
dc.contributor.referee2.fl_str_mv |
Powaczuk, Ana Carla Hollweg |
dc.contributor.referee3.fl_str_mv |
Possa, Leandra Bôer |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4872249810387438 |
dc.contributor.author.fl_str_mv |
Rosso, Gabriela Paim |
contributor_str_mv |
Dalla Corte, Marilene Gabriel Lunardi, Elisiane Machado Nunes, Janilse Fernandes Powaczuk, Ana Carla Hollweg Possa, Leandra Bôer |
dc.subject.por.fl_str_mv |
Extensão universitária Políticas públicas Currículo de cursos de graduação UFSM Contextos emergentes Contextos emergentes |
topic |
Extensão universitária Políticas públicas Currículo de cursos de graduação UFSM Contextos emergentes Contextos emergentes University extension Public policies Undergraduate curriculum Emerging contexts CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
University extension Public policies Undergraduate curriculum Emerging contexts |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This Master’s degree in Education is part of the line of Educational Public Polices, Educational Practices and their Interfaces, from the Graduate Program in Education of the Federal University of Santa Maria/UFSM and to the GESTAR/CNPq Research Group. The university extension becomes emerging in the curriculum of higher education courses, since the current National Education Plan (2014) foresees in the goal 12.7, at least 10% of the total curricular credits required for graduation in extension actions, making it’s curricular implementation challenging. Thus, the question is: from the perspective of emerging contexts in higher education and current public policies, what aspects are related to the insertion of extension actions in the curricula of undergraduate courses of the Federal University of Santa Maria (UFSM)? In addition to the general objective of analyzing the perspective of emerging contexts in higher education and current public policies, considering aspects related to the insertion of extension actions in the undergraduate curricula of the Federal University of Santa Maria (UFSM). For specific objectives it was prioritized: i) understand university extension in the historical and political context of higher education, at global, national and local levels, in the configuration of emerging contexts; ii) identify public policies on university extension and its relations with the context of undergraduate courses at UFSM; iii) recognize the university extension actions present in the curriculum of undergraduate courses at UFSM in its interfaces for the production of emerging contexts. The research methodology is characterized as qualitative of the case study type. The benchmarks deal with the historical and political trajectory of extension in higher education, educational and extensionist policies from the perspective of emerging contexts at the global and local levels; the insertion of extension in the curriculum of undergraduate courses at UFSM, the understanding of terminology and articulation of the teaching-research and extension tripod. The tools for data construction were based on the analysis of institutional documents and responses to mixed questionnaires with twelve Course Coordinators, through content analysis. The analysis of UFSM documents and the Pedagogical Project of the Courses are cited as inseparable research and teaching actions and characterize the main function of the university with society. However, in most PPC, extension occupies the position of complementary activity to the curriculum, largely dissociated from the formative processes of the curricular matrix, highlighting two courses as an emerging context for the fulfillment of the policy of insertion. In response to the questionnaire, the coordinators pointed out actions, perspectives, and conceptions that potentialize the insertion of extension actions in the curriculum. They emphasized their desires in relation to the fulfillment of extensionist policies to what confers the specificities of the courses, the workload, the profile and the student formation, and the teaching protagonism in the accomplishment of the activities. A relevant highlight in the coordinators' responses and in the analysis of the documents was the evidence of the challenges regarding the understanding of extension in the curriculum as an academic training field, inseparable from research and teaching, which demands investment in the understanding of extensionist policies and practices in order to break with the linearity of the curricular organization of undergraduate courses and the welfare perspective of the social function of the University. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-11-26 |
dc.date.accessioned.fl_str_mv |
2021-11-25T17:38:22Z |
dc.date.available.fl_str_mv |
2021-11-25T17:38:22Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/22991 |
url |
http://repositorio.ufsm.br/handle/1/22991 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 600 |
dc.relation.authority.fl_str_mv |
47b4fd04-63ed-4bcf-9ce7-a85647715167 2e2b8f94-cf54-49a6-893c-96028afa942c 76b097ee-4c96-4c23-8bcb-6d6e873b3ea1 0cb683bf-8201-4606-a9ac-404f59f82048 8acfc380-e673-4d2a-ac24-024158304008 62f428e1-8aff-40ad-ba89-4d17fea27ace |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
bitstream.url.fl_str_mv |
http://repositorio.ufsm.br/bitstream/1/22991/1/DIS_PPGEDUCA%c3%87%c3%83O_2019_ROSSO_GABRIELA.pdf http://repositorio.ufsm.br/bitstream/1/22991/2/license_rdf http://repositorio.ufsm.br/bitstream/1/22991/3/license.txt http://repositorio.ufsm.br/bitstream/1/22991/4/DIS_PPGEDUCA%c3%87%c3%83O_2019_ROSSO_GABRIELA.pdf.txt http://repositorio.ufsm.br/bitstream/1/22991/5/DIS_PPGEDUCA%c3%87%c3%83O_2019_ROSSO_GABRIELA.pdf.jpg |
bitstream.checksum.fl_str_mv |
a1032d195257ad875216201664fcbfcf 4460e5956bc1d1639be9ae6146a50347 2f0571ecee68693bd5cd3f17c1e075df 9312c297b7500ca15db1da74079fa6d6 a50b69c4698e938a98bfea106c0c8c8a |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
|
_version_ |
1801223668572880896 |