Extensão universitária no cenário brasileiro contemporâneo: análise de planos de desenvolvimento institucional das universidades federais de Santa Maria, Rio Grande do Sul e Pelotas

• Autor(a) principal: Weber, Gabriela Rozek
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/0013000005023
• Texto Completo: http://repositorio.ufsm.br/handle/1/31015
• topic: Extensão universitária; Curricularização da extensão; Créditos em extensão; Flexibilização curricular; Continuing education; Curricular flexibility; Extension credits; Higher education; CNPQ::CIENCIAS AGRARIAS::AGRONOMIA::EXTENSAO RURAL

This master’s thesis presents a study regarding the incorporation of Continuing Education in undergraduate courses curricula of the Federal University of Santa Maria (UFSM), Federal University of Rio Grande do Sul (UFRGS) and Federal University of Pelotas (UFPel). This research aims to understand how institutions integrated Continuing Education into their curricula and Strategic Plans. Our research, which uses qualitative approach, is based upon documentary and bibliographic research, focusing on electronic materials including digital and scanned documents. This manuscript is divided into three chapters: the first studies the institutionalization of Continuing Education in Brazil and its first theorical and methodological references, across different social and historical contexts; the second focuses on the contemporary role of Continuing Education, its integration into undergraduate courses, and its representation in the Strategic Plans of the three universities between 2011 and 2020. The last chapter analyzes the specific operational methods of integrating Continuing Education into undergraduate courses within each institution, drawing from their current Strategic Plans. Continuing Education in a means of fulfilling the social function of public higher education institutions. Recently, Continuing Education activities were made mandatory in the undergraduate courses of Brazilian higher education institutions. Since then, processes of curriculum reformulation, development of guiding documents and tools, and the institutionalization of experiences have been underway. Overcoming the polysemy of the term Continuing Education and aligning the theoretical and methodological framework with the guidelines outlined in the National Policy for Continuing Education are key challenges in such process. In conclusion, it is necessary to amplify discussions and exchange of experiences on the matter within the academic community and with society.