Extension and teaching in the Pedagogy course: (im)possible articulations
Case study
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This qualitative research sought, through interviews and document analysis to investigate the articulation of teaching with the extension in the Pedagogy course of the university in question. The direct contact with five educators, two of them active and three not participating in extension projects, gave rise to two categories of analysis: concept of extension and indissociability. From them, it could be observed that thinking about inseparability may be linked to the epistemological model present in the teaching action, i.e., in the way teachers perceive the construction of the students' kno...
This qualitative research sought, through interviews and document analysis to investigate the articulation of teaching with the extension in the Pedagogy course of the university in question. The direct contact with five educators, two of them active and three not participating in extension projects, gave rise to two categories of analysis: concept of extension and indissociability. From them, it could be observed that thinking about inseparability may be linked to the epistemological model present in the teaching action, i.e., in the way teachers perceive the construction of the students' knowledge and direct their classes is implied the possibility or not of articulating extensionist practices with teaching practices. It was also observed that the extensionist teacher is closer to what is desired regarding the articulation of teaching with the extension, since he or she goes through a specific training on extension, which may be indicative of the need for a training that permeates the entire university faculty.
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