Extension as a living curriculum
a creditation experience of university extension in Caiçara communities of Guaraqueçaba-PR
DOI:
https://doi.org/10.30712/48553Keywords:
University extension, Rural education, Caiçara communities, Traditional knowledge, Teacher educationAbstract
This article presents a university extension experience developed on the coast of Paraná, in caiçara communities of Guaraqueçaba, as an integrative practice of teaching, research, and social action. The objective is to analyze the curricular integration of extension through the use of generative themes in teacher training, valuing territorial knowledge and rural education. The methodology adopted was qualitative, based on the systematization of experiences and participant observation, guided by authors such as Freire (1987), Arroyo (2012), and Demo (2000). The results indicate the effectiveness of extension as a tool for community (re)existence, humanizing education, and social transformation. Extension, in this context, not only complements the formal curriculum but also resignifies it, generating lasting impacts for both students and the communities involved.
Downloads
References
ARROYO, M. G. Currículo, território em disputa. 2. ed. Petrópolis: Vozes, 2012.
ARROYO, M. G. Por uma educação do campo: traços de uma identidade em construção. 5. ed. Petrópolis: Vozes, 2017.
CALDART, R. S. Pedagogia do Movimento Sem Terra. 3. ed. São Paulo: Expressão Popular, 2004.
DIEGUES, A. C. S. O mito moderno da natureza intocada. São Paulo: Hucitec, 2000.
DEMO, P. Educar pela pesquisa. 5. ed. Campinas: Autores Associados, 2000.
FARIA, C. S. de. A extensão universitária como prática de ensino aprendizagem. Geografia Ensino & Pesquisa, v. 26, e25, 2022.
FERNANDES, B. M. Território, terra e território. In: SILVA, J. G. da et al. (org.). Políticas públicas para o desenvolvimento sustentável do Brasil rural: uma visão multidimensional. Brasília: IICA, 2012. p. 49-59.
FONTENELE, I. C. A curricularização da extensão no Brasil: história, concepções e desafios. Revista Katálysis, v. 27, n. 1, p. 1-10, 2024. Disponível em: https://doi.org/10.1590/1982-0259.2024.e97067. Acesso em: 6 mar. 2026.
FREIRE, P. Pedagogia do oprimido. 50. ed. Rio de Janeiro: Paz e Terra, 1987.
FREIRE, P. Extensão ou comunicação?. 14. ed. Rio de Janeiro: Paz e Terra, 1983.
GADOTTI, M. Pedagogia da Terra. São Paulo: Peirópolis, 2000.
GOHN, M. da G. Educação não formal e cultura política: impactos sobre o associativismo do terceiro setor. São Paulo: Cortez, 2011.
HALL, S. A identidade cultural na pós-modernidade. 11. ed. Rio de Janeiro: DP&A, 2006.
JARA, O. Para sistematizar experiências. 2. ed. São Paulo: Expressão Popular, 2006.
MINAYO, M. C. de S. O desafio do conhecimento: pesquisa qualitativa em saúde. 9. ed. São Paulo: Hucitec, 2001.
RAMOS, R. A. Currículo emancipador: por uma educação a partir dos sujeitos sociais. Campinas: Autores Associados, 2011.
RASCÃO, P. S. Pedagogia da escuta: reflexões sobre a escuta sensível e o diálogo educativo. Campinas: Autores Associados, 2018.
RIBEIRO, D. O povo brasileiro: a formação e o sentido do Brasil. 32. ed. São Paulo: Companhia das Letras, 2014.
SVARTMAN, B. Pedagogia da descolonização: epistemologias do Sul e educação popular. São Paulo: Expressão Popular, 2018.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Guará Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Revista Guará adopts the Creative Commons Attribution 4.0 International (CC BY 4.0) license, under which authors retain copyright over their submitted and published works.
Authors are responsible for declaring that the submitted manuscript is original, has not been previously published, and is not under simultaneous consideration by another journal. Upon submission, manuscripts undergo a peer review process.
By submitting a manuscript, authors grant Revista Guará the right of first publication, while remaining free to enter into additional non-exclusive distribution agreements for the published version (for example, in institutional repositories, personal websites, or as part of future works), provided that proper credit is given to the authors and to the original publication in the journal.
Revista Guará encourages the broad dissemination of published works, including their availability in institutional repositories and other platforms, as a way to increase the visibility and impact of scientific production.
Under the CC BY 4.0 license, users are allowed to:
- Share — copy and redistribute the material in any medium or format;
- Adapt — remix, transform, and build upon the material for any purpose, including commercial use.
These rights are irrevocable, provided that the following terms are respected:
- Attribution — appropriate credit must be given to the authors, a link to the license must be provided, and any changes made must be indicated. Attribution must be made in a reasonable manner, without suggesting endorsement by the authors or the journal.
The license does not impose additional restrictions. Users may not apply legal terms or technological measures that legally restrict others from exercising the rights granted by the license.
