EXTENSÃO UNIVERSITÁRIA: ANÁLISE DA PRÁXIS EXTENSIONISTA DO LABORATÓRIO DE EDUCAÇÃO DO CAMPO E INDÍGENA DA UNICENTRO

• Ano de defesa: 2023
• Autor(a) principal: TOLEDO, VANESSA DOMINGOS
• Orientador(a): Gehrke, Marcos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação (Mestrado - Irati)
• Departamento: Unicentro::Departamento de Ciências Humanas, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Projetos de extensão; Movimentos Sociais; Formação de Professores; Escola do Campo e Indígena
• Palavras-chave em Inglês: Extension Projects; Social Movements; Teacher Training; Country School and School
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unicentro.br:8080/jspui/handle/jspui/2094

The university extension is part of the tripod that supports the university together with teaching and research, in turn, the University Extension has a fundamental role in higher education institutions, which is to fulfill the social function of the university. This social function does not come from assistance, but from the understanding and dialogue that must exist between the university and society. In view of this, this dissertation had as its general objective to understand the categories and praxis that guide the extensionist work in the Laboratory of Rural and Indigenous Education - Laeci of the State University of the Midwest - Unicentro and, as the specific objectives: a) to know the history of the institutionalization of University Extension in Brazil; b) Systematize the history of Laeci and the extensionist praxis with the Peoples of the Countryside, of the Waters and of the Forests and; c) discuss the fundamentals of the extension work of the Rural and Indigenous Education Laboratory with social movements. That said, our methodology is based on a bibliographical review and to understand aspects of University Extension we are guided by Sousa (2018), Paula (2013), Corrêa (2007) and the educational legislation that institutionalized extension in Brazil. Then, in order to understand the extension at Unicentro and Laeci, we used the university's extension resolutions and regulations and the final reports of Laeci's extension projects. , Sapelli and Moraes (2016) and Gehrke, Sapelli and Faustino (2020). Finally, we carried out a state of knowledge, to map what was produced about university extension and education with rural and indigenous peoples and, also, based on Souza (2015), Silva (2019), Pinheiro (2021) and Gomes (2019) to understand how extension with social movements, school and teacher training takes place. With the research, we realized that Laeci has articulated teaching, research and extension in its practices, seeking to meet the demands that are brought to them by the communities it serves, therefore, it uses extension from the perspective of Freire (1971), as a dialogical and communicative process that must be carried out “with” and not “for” the subjects involved.