A extensão universitária e seus reverbérios na práxis da educação básica: uma análise da formação extensionista na contextura das potencialidades e agruras da ressignificação da atuação docente

Abstract

This research explores university extension within the realm of teacher training at the Study Group on Teacher Training and Interdisciplinarity (GEFOPI) between 2019 and 2023 and its implications for teaching practice in basic education. University extension, grounded in the epistemology of critical-emancipatory praxis, can play a significant role in student formation. This approach facilitates the development of a comprehensive education based on the principles of historical-dialectical materialism through a curriculum that advocates a pedagogy opposed to the status quo. This research seeks to address the following question: "What are the potentials and challenges of the university extension group GEFOPI in reconceptualizing the praxis of basic education teachers?" Thus, the overarching goal of the study was to understand the potentials and challenges within the praxis of the university extension group GEFOPI regarding the reconceptualization of the teaching practice of basic education teachers. Specific objectives include mapping existing literature on the topic, contextualizing and defining university extension, examining the connections between teacher training and pedagogical work through critical-emancipatory praxis, presenting GEFOPI’s extension projects, and investigating how GEFOPI’s extension activities contribute to reconceptualizing the praxis of basic education teachers. The research methodology aligns closely with historical and dialectical materialism, intending to establish an approach that connects with the ontological and teleological work of the philosophy of praxis in Marx (1979, 1987), incorporating analysis considering categories such as totality, contradiction, mediation, and others that emerge in the research process itself. This qualitative, bibliographical, documentary, and case study research draws on theoretical frameworks by Reis (1995, 1996), Freire (2000), Kochhann (2019, 2021, 2022), Marx (1979, 1987), Gramsci (1982), Saviani (2007), Vasquéz (2011), and Curado Silva (2018), among others, as well as documentation including GEFOPI’s extension projects and institutional regulations. In addition, a systematic literature review (SLR) was conducted using the descriptors "teacher training" and "university extension" across three phases: planning, execution, and publication of results. The case study involved a population of 250 participants in GEFOPI’s extension projects from 2019 to 2023. Ten percent of participants will undergo semi-structured interviews, which may be conducted via Google Meet or in person, based on criteria including being permanent Basic Education teachers, having participated in GEFOPI for over a year, and being a classroom teacher. The research aims to foster long-lasting relationships between extensionist groups and education officials across the country, aiming to reconceptualize the teacher’s role through this praxis and promote democratic and counter-hegemonic education.