Anais
Resumo do trabalho
Métodos e Técnicas de Pesquisa em Administração · Experiências de Ensino e Aprendizagem
Título
EXTENSION CURRICULARIZATION AND RESPONSIBLE MANAGERS’ FORMATION: AN ANALYSIS FROM UNDERGRADUATE STUDENTS’ PERSPECTIVE
Palavras-chave
extension
curricularization
higher education institutions
Agradecimento:
This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES) – Finance Code 001
Autores
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Ananda Silva SinghUNIVERSIDADE FEDERAL DE UBERLÂNDIA (UFU)
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Mayara Abadia Delfino dos AnjosUNIVERSIDADE FEDERAL DE UBERLÂNDIA (UFU)
Resumo
Introdução
From December 2018, it became mandatory that Brazilian public Higher Education Institutions (HEIs) started to guarantee “at least ten percent of the total curricular credits required for undergraduation in ‘extension’ or ‘services’ activities, guiding its action, primarily, to areas of great social relevance” (Brasil, 2014). This made all public HEIs start to plan and implement the so-called ‘curricularization of extension’. Since then, actors from HEIs have been dealing with issues regarding how to operationalize such curicularization.
Problema de Pesquisa e Objetivo
It is in this scenario that this research lies, since it seeks to answer the following research problem: How curricularization of the extension has been contributing to the formation of first period undergraduate students of two management undergraduate courses of a Brazilian public HEI?
Fundamentação Teórica
The extension curricularization consists of the integration between teaching and extension, incorporated into the pedagogical planning of undergraduate courses. This requires a curricular restructuring, overcoming the traditional view that marginalizes extension as a welfare or commercial practice. Just as there are several approaches to university extension, there is also no consensus in the academic community on the best way to integrate it into the curricula (Lucas et al., 2023). This is so, due to the fact that extension curricularization brings challenges to all actors involved in it.
Metodologia
A qualitative, descriptive study was held with 26 students from a discipline with an ‘extensionist’ nature of two management courses of a Brazilian public HEI. Students of the first period of both management courses – here called Course 1 and Course 2 - of a management faculty from a public Brazilian HEI– here called Alpha Faculty – were the focus of this research. 26 students participated in the research and data were collected from questionnaires and from documents, such as both courses' pedagogical projects and syllabus' and the management faculty's extension plan.
Análise dos Resultados
Considering the five categories of analysis of this research, it is possible to observe that the discipline and its didactic methodology were contributive for students’ and external community’s knowledge exchange and interaction (PNE, 2018), for them to actively engage in society’s problem solving (Pereira; Vitorini, 2019; Brasil, 2014), to associate theory and practice (Brasil, 2014) for them to act as protagonists of their own teaching-learning process (Fros, 2017) and for them to develop a more critical, reflexive and participative posture towards society (Costa, 2019; Brasil, 2018).
Conclusão
Knowledge exchange and community interaction took place through a mini course on a programming language, lectures for students of private and public schools and other actions. Also, the projects developed helped fill gaps in high school’s curriculum on important topics for young students’ development. The assessment activities and reports proposed in the discipline contributed to optimize theoretical and practical knowledge, and the results also showed that greater interaction between teacher and student lead to more dynamic and collaborative learning, differing from conventional disciplines.
Contribuição / Impacto
This research helps deepen the discussion on how to operationalize extension curricularization, since the data here analyzed highlight activities and methodologies that can help other faculties and HEIs approach the aspects that are expected of extension activities in extensionist disciplines. Also, this research contributes to the 2030 Agenda’s SDG 4 - 'Quality Education' -, as it seeks to improve current education of future managers by forming professionals and citizens who are willing to and engaged with solving problems and issues faced not only by themselves, but also by society.
Referências Bibliográficas
BRASIL 2014. National Counseling of Education. Chamber of Higher Education.
Establishes the guidelines for extension in Brazilian higher education and regiments what is
disposed in Goal 12.7 of Law n. 13.005/2014, that approves the National Plan of Education – PNE 2014-2024 and gives other measures. Available at:
http://www.planalto.gov.br/ccivil_03/_ato2011-2014/2014/lei/l13005.htm. Accessed in:
May 5th, 2023.
COSTA, W. N. G. Curricularization of extension: the challenge in the context of
undergraduate courses. Panorâmica Magazine, v. s. e., 2019.
Establishes the guidelines for extension in Brazilian higher education and regiments what is
disposed in Goal 12.7 of Law n. 13.005/2014, that approves the National Plan of Education – PNE 2014-2024 and gives other measures. Available at:
http://www.planalto.gov.br/ccivil_03/_ato2011-2014/2014/lei/l13005.htm. Accessed in:
May 5th, 2023.
COSTA, W. N. G. Curricularization of extension: the challenge in the context of
undergraduate courses. Panorâmica Magazine, v. s. e., 2019.