Análise do processo de avaliação dos projetos Probex do curso de Letras Português da UFPB – Campus I

Abstract

Pedagogical practices and social interactions are constantly evolving nowadays. Therefore, it is necessary to promote reflections on the subject, since these understandings to be applied in the teaching-learning process will permeate the teaching action. In this regard, it is known that the university is composed of a tripod, namely: teaching, research and extension. It is noticed that there is a lot of academic production on the first two areas. Therefore, this research aims to investigate the evaluation process of extension projects submitted and examined by the Department of Portuguese Language and Linguistics (DLPL) and by the Department of Classical and Vernacular Letters (DLCV), of the Federal University of Paraíba (UFPB ), in compliance with the Public Notice of the Extension Program 03/2021, by the Department of Extension (PROEX). In order to carry out the investigation, the grades attributed to the evaluation criteria of the referred public notice and the opinions issued by the evaluators are considered as a way of presenting, in a panoramic way, the adequacy of the actions to what is foreseen as an extensionist practice. For the analyses, the determinations established in the notice are verified, prepared from the guidelines for University Extension, established by the National Forum of Pro-Rectors of Extension of Brazilian Public Universities (FORPROEX), an official document that presents the understanding of Extension as a process educational, cultural and scientific that make up the inseparable tripod when articulated with teaching and research. This dissertation is also based on the perspectives of Gadotti (2017), Gurgel (1986), Nogueira (2001) regarding what is understood as an extensionist activity. As a methodological nature, in addition to the literature review on the subject in question, according to Lakatos, Marconi (2009), this research is characterized as qualitative and interpretive. As the above-mentioned public notice was established as a timeframe, twelve extension projects were obtained as a corpus, submitted and evaluated by the professors of the mentioned departments. The investigation was carried out in the light of Bardin's discourse analysis (2011), with the objective of tracing the pedagogical profile of the actions. It could be noticed that, for the most part, the extension projects, in the view of the judges, show convergence with the extension notice regarding their evaluation criteria. On the other hand, based on the analysis of the opinions presented, it was possible to infer that there are judges who have issued incomplete analyzes or evaluative descriptions that do not match what is expected. When the requirements of the public notice are carefully observed, the proper evaluation allows the feasibility of carrying out extension projects that corroborate the training of undergraduate students who work in the execution team. The positive aspects highlighted by the evaluators include interdisciplinarity, connection with public policies and/or society in general, in addition to predicting tangible and possible results. From the developed observations, we present, as an intervention proposal, a material that will serve as a guide suggestive of guidelines for the evaluation of extension proposals, in order to contribute to the improvement of the process and verification of the criteria established in the notices.