Olhares sobre a extensão universitária no curso de pedagogia com aprofundamento em Educação do Campo

Abstract

It was decided to study university extension based on reports from extension workers from the Federal University of Paraíba. It was investigated what is the conception of those involved in university extension projects, in particular, about the importance of extension in the training process? Thus, the general objective was to analyze the conception of extension teachers and students regarding the contribution to those involved in an extension action. To this end, the aim was to achieve the following specific objectives: 1) To carry out a bibliographic survey in order to identify, select some studies already carried out in the area of extension as a fundamental contribution to the teacher training process 2) To identify possible strategies adopted by the coordinating teacher, in order to strengthen the training process of the students involved in the action; 3) To verify the perception of students and teachers regarding the possible contributions related to their training as extension workers; 4) To analyze whether / or how the extension actions developed by UFPB aimed at the peasant community would be interconnected with the fundamentals of rural education. As a theoretical contribution, we resort to authors such as Brasil (1988); Caldart (2012); Freire (1998); FORPROEX (2006, 2012); Grossi (2004); Libâneo (2002); Nogueira (2000); National Policy for University Extension (2012); Ponte (2009); Santana (2018); Santos (2016); Silveres (2010), among others, which deal with extension and its interface in the teacher training process. It is an applied, descriptive research, of a qualitative nature and in relation to the strategies of location and data collection, it is field. As research subjects we had a convenience sampling, being (04) professors and (03) students of the Pedagogy and Agroecology Courses of Campi I and III of the Federal University of Paraíba, who participated in extension projects carried out in the last five years, developed in schools located in rural areas. For data collection, we used documentary research, as well as semi-structured interviews, with a previous script, which were carried out in the field, via the Google Meet platform. We use, in part, content analysis for data analysis. The importance of themes such as the interaction with the reality experienced within schools, communities, the relationship between theory and practice and the exchange of knowledge was verified, subsidized through these extension projects that proved to be fundamental elements to the teacher training process. The results also point to the relevance of participating in actions such as these for the construction and strengthening of their personal and professional identity, not only of the scholarship student and/or volunteer, but also of the project coordinators and the external participant.