Revista Guará (e-ISSN: 2316-2007 / ISSN: 2446-9491) is an interdisciplinary open access scientific journal linked to the Extension Office of the Federal University of Espírito Santo (Ufes), dedicated to the continuous publication of studies related to university extension. The journal promotes the dissemination of research, analyses, and experience reports that articulate extension, teaching, and research, contributing to social development and strengthening the dialogue between university and society. Ranked as A1 in the CAPES Qualis system (2021–2024), it adopts practices aligned with Open Science and international standards of scholarly communication.
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.
This visual essay documents the creative process behind two mural interventions carried out as field research: Caminhos da Segurança (2024), at the Community Information and Assistance Post in Itabira (MG, Brazil), and Gerações dos Vales Mineiros (2025), at the Socio-Informative Centre for Tailings Dam Decommissioning of the Mariana Complex in Ouro Preto (MG, Brazil). Both murals form part of the mediation trail designed to disseminate information about safety measures for dam areas, and they constitute the first exhibition space of these centres, where listening takes place after the mediation of the narrative. The transdisciplinary method of collaborative creation articulates concepts drawn from circle processes with nonviolent communication and the culture of peace. Within the field of art, it draws on the notions of social sculpture and relational aesthetics in order to act structurally upon the connection of relations and the formation of human bonds during the social interstice of the artistic process. The experience shows how the communicative capacity of mural art manifests itself in diverse forms and how the image projected onto space mediates a narrative that engages audiences and relates them to a given time.
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The development and use of teaching materials to meet the educational demands of new generations is becoming increasing complex. This is due to the fact that the development and use of these materials requires time, adequate training for professionals and the application of diversified methods that cater for all students. Therefore, the aim of this study was to highlight the connections between everyday products and objects of plant origin and their relationship with the environment, considering four essential materials of human life, which are also present in the classroom: wood, paper, tissue and food. The material developed was aimed at primary school students and can be used both by students in Specialized Educational Assistance (AEE) and in the ordinary classroom, regardless of whether or not they have special educational needs. The results show that we are encouraging people to learn Botany and that, by providing active educators with access to university extension projects and support and knowledge about new teaching methodologies, we are facilitating integration between initial and continuing training, as well as opening up opportunities for teachers to update their knowledge.
Copyright (c) 2025 Revista Guará https://creativecommons.org/licenses/by-nc-nd/4.0
Cultural zoology works by exposing the science behind zoology's influence on diverse cultural universes. Parallel to this, Instagram establishes a virtual community with numerous profile types. Combining these proposals, this study aimed to explore the accessibility of the Instagram platform, aiming to continue the scientific outreach and cultural zoology activities developed by the page @animalcatcher.ac. To this end, content was produced over the course of a year and the page's growth and performance recorded. During the study, there was an increase of 16 new animals cataloged in the digital database, which currently has 75 species. The most prominent posts were related to Spider-Man, with the highest number of likes and reach, and another relating dogs to physics, with the highest number of impressions. Follower growth was continuous, and, monthly, posts had an average reach of 86% and an average of 4,858 impressions. The majority of the audience was young people aged 18 to 24, with a small discrepancy between men and women. Despite some challenges, the results presented show that scientific dissemination, addressing cultural zoology, through social media, proved to be possible and relevant.
Copyright (c) 2024 Revista Guará https://creativecommons.org/licenses/by-nc-nd/4.0
Café com Ciência (Cafe with Science) is a proposal to use Instagram to popularize science, focusing on the @cafe.comciencia profile. The initiative, started by graduate students in 2019, was resumed in 2023 with the goal of facilitating public understanding of science through illustrated publications and accessible language. To this end, weekly posts were made on Instagram, addressing a variety of scientific topics, and the profile's reach was assessed using the social network's own metrics, such as reach and user engagement. The posts sought to connect research topics with the daily lives of followers, using polls and direct interactions to adapt the content. The results showed a significant increase in the number of followers and the reach of the posts, indicating the effectiveness of this approach in reaching and engaging the public. The highest engagement came from static posts that humanize scientists by showing them in their work environments. These results highlight the importance of social platforms for democratizing access to scientific knowledge, the need for clear and effective communication by scientists, and the potential of social media to establish a productive dialogue between the scientific community and the general public.
Low-cost geological solutions for communities in high-risk areas
The project is underway at the Alegre campus of the Federal University of Espírito Santo, as part of the Geological Solutions for Rock and Soil Characterization Analysis Program. This extension program focuses on studying low-cost solutions for stabilizing slopes. Expected results include the planting of vetiver grass in areas of high geological risk and the construction of drainage channels to direct rainwater, with active community participation. The work aims to provide valuable input to the communities, educating them about geotechnical issues and promoting environmental awareness. The extension action promotes safety and environmental understanding for local residents, in addition to identifying measures to combat erosion and stabilize slopes, such as the planting of vetiver grass, which has proven to be erosion-resistant and contributes to soil stabilization. The communities of Alegre are involved in the process, participating in meetings and collaborating on the planting, resulting in visible progress, such as reduced runoff and slope stabilization.
Danilo de Moura Silva Gonçalves de Macedo
10 years of the Narradores da Maré Extension Project
This article presents extension actions carried out by the Narradores da Maré Extension Project in partnership with the research group Territories of Autopoietic Learning/CNPq, created in 2014. Both have and with pedagogical practices that articulate research, extension, teaching and teacher training in Environmental Education, involving students and teachers of undergraduate, graduate, basic education, fishermen, crab shredders, crab pickers, potters, congueiros and indigenous Tupinikim and Guarani of Espírito Santo. The theoretical and methodological approaches dialogue with the studies with everyday life, with the narrative research and the perspective of education of Paulo Freire, and with the Education for Ethnic-Racial Relations. As a result, we listed published articles, field classes, Cineconversations workshop, Podcast episodes, online lives, the I Research, Extension and Teaching Seminar in educational networks with other ecologies and the realization of I, II, III and IV Unsubmissive Ecologies. With the actions carried out, the products and educational content created and the results disseminated on social networks, the Narradores da Maré project affirms the commitment to a counter-colonial, anti-racist Environmental Education and as a practice of freedom, supported by Laws 10.639/2003 and 11.645/2008.
The curricularization of University Extension is a strategy to promote citizen education in undergraduate courses, according to the guidelines of the National Education Plan (PNE 2014-2024) and CNE Resolution No. 7/2018, but as a recent proposal in undergraduate curricula it still faces challenges for its consolidation. Extension is understood as an educational, cultural and scientific process that brings university and society closer together. The research focuses on UNEB, evaluating the Political-Pedagogical Projects (PPCs) of five courses (Letters, Pedagogy, Chemistry, Mathematics and Physical Education) on different campuses. We found that all the courses comply with the requirement to include at least 10% of their workload in extension activities, albeit with different approaches. There is emphasis on practical activities and student protagonism, but there is a lack of clarity about the concrete implementation of these actions and continuity in citizen education. Exact sciences courses, such as Chemistry and Mathematics, show greater difficulty in integrating extension practices with a humanistic perspective. Although the inclusion of Extension in undergraduate curricula is necessary to contribute to a broad humanistic education, the curriculum should be complemented by curricular components focused on ethics, citizenship and social values. Authors such as Freire, Gomes and Cenci are cited to reinforce the need for an education focused on autonomy, social participation and human development, indicating that citizenship is not only built through specific actions, but with integrated and ethical training throughout the academic journey.
Dossier: "Curricular Integration and Accreditation of University Extension: Implementation, Perspectives, Evaluation, and Challenges"
Copyright (c) 2025 Guará Journal https://creativecommons.org/licenses/by/4.0
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.
Extension practices in School and Educational Psychology in Basic Education
The objective is to report and discuss extension practices carried out in the field of School and Educational Psychology, developed with students and teachers from two basic education school institutions located in Rio Grande do Sul. The method used is the experience report, and the data presented were analyzed with the aid of the Iramuteq software. As results, actions aimed at promoting psychoeducation and anxiety management strategies with elementary school students from a public school are reported, as well as fostering reflections and the sharing of experiences on psychosocial well-being among elementary school teachers from a private school. It is discussed that the developed activities enabled reflections, learning, and the exchange of experiences on themes related to mental health in school environments. It is understood that the development of extension practices in School and Educational Psychology contributes to the promotion of well-being and quality of life within school communities, as well as to academic and professional training in Psychology.
Contributions of the Extension Project “Strengthening and Expansion of the Obesity Care Line in the Public Health Network in Espírito Santo” to Curricular Integration
Obesity has shown high prevalence rates over recent years. This condition is associated with multiple factors and represents a major challenge for Brazil’s Unified Health System (SUS), requiring preventive measures, treatment strategies, and health education initiatives. In this context, the extension project “Strengthening and Expanding the Obesity Care Pathway in the Public Health Network of Espírito Santo” plays a fundamental role by contributing to the enhancement of healthcare services and the promotion of healthier lifestyles. This article aims to report the experience of this extension project, highlighting its impacts on academic training, the qualification of healthcare services, and community engagement. This is an experience report based on activities developed within the extension project. Information was collected through direct observation of the actions carried out and the documentation of project activities. The initiatives foster knowledge exchange among the university, healthcare professionals, and the community, providing students with valuable learning opportunities and practical experience, promoting continuing and high-quality professional development for healthcare workers, and facilitating access to information and health promotion activities for the community. It is concluded that curricular integration and the accreditation of extension activities play an essential role in preparing students and healthcare professionals to provide care for individuals with overweight and obesity.
Contemporary historical culture is traversed by a “visual turn” that has shifted the center of gravity of meaning-making about the past from academic writing to screens. Against this backdrop, this article discusses the strategic potential of university extension in mediating between specialized knowledge and cinematic representations of Ancient History. Based on the premise that cinema and television series currently constitute the main source of historical information for the general public (the concept of historiophoty), it argues that the university should not reject these narratives as mere anachronistic falsifications, but treat them as privileged objects of reception analysis. The paper analyzes how iconic productions–from Spartacus and Cold War biblical epics (Ben-Hur, Quo Vadis) to contemporary works like 300 and the series Rome–construct political and religious identities, crystallizing views on the “West,” Christianity, and alterity. Finally, it proposes an extension methodology based on critical visual literacy workshops, aiming to develop the public’s competence to deconstruct the regimes of visuality operating in the public uses of the classical past.
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Between the cloister and the agora: structural tensions and the political potential of university extension in Ancient History in contesting public uses of the past
Contemporary Brazilian universities operate under the constitutional principle of the inseparability of teaching, research, and outreach. However, the daily reality of higher education institutions reveals a persistent asymmetry in this three-pronged approach. This article critically examines the peripheral position of university extension in the field of History in Brazil, with specific focus on Ancient History. Drawing on a sociological analysis of the academic field, it argues that the low institutionalization of extension practices does not result merely from operational deficiencies, but from structural factors: a system of academic distinction centered on bibliographic productivity, a disciplinary culture that historically divorced erudition from public mediation, and evaluation mechanisms that penalize extension work. In contrast, the article contends that extension–understood not as dissemination according to the "deficit model," but as dialogical interaction and shared authority–is a condition for social responsibility and epistemological renewal of the discipline. Grounded in the theory of historical consciousness, Public History, and Classical Reception Studies, the work proposes a typology of extension practices and a replicable program design for Ancient History, aimed at contesting public uses of the past and expanding historical literacy in contexts of democratic crisis and political instrumentalization of Antiquity.
The objective was to discuss the process of developing, implementing, and evaluating the health education program entitled "Diabetes in the Classroom: An Experience Report in Health Education," developed with elementary school children, focusing on diabetes prevention and the promotion of healthy lifestyle habits in the school context. This is an experience report of an educational action developed by nursing students from a public university in the interior of Espírito Santo, in the second semester of 2025. The action was developed based on a situational diagnosis carried out in the Aviação neighborhood, where diabetes mellitus was identified as one of the most prevalent chronic conditions in the community. The process of constructing the educational proposal was conducted in four stages: planning, development of a product to assist in the action, implementation, and evaluation of the educational action. The main findings included high interest, active participation, and good assimilation of the content, favoring reflections on healthy eating and diabetes prevention. The experience highlights the relevance of nursing in promoting health in the school context and shows that playful educational strategies contribute to the development of self-care and the formation of healthy habits from childhood.
Abstracts of the Department of Culture (SECULT).
Office of Planning and Institutional Development (PROPLAN)
Abstracts of the Office of Planning and Institutional Development (PROPLAN).
Abstracts of the Office of Extension (PROEX).
Copyright (c) 2025 Guará Journal https://creativecommons.org/licenses/by-nc-nd/4.0
Cassiano Antonio Moraes University Hospital (HUCAM)
Abstracts of the Cassiano Antonio Moraes University Hospital (HUCAM).
Abstracts of the Technological Center (CT).
Northern Espírito Santo University Center (CEUNES)
Abstracts of the Northern Espírito Santo University Center (CEUNES).
Center for Physical Education and Sports (CEFD)
Abstracts of the Center for Physical Education and Sports (CEFD).
Abstracts of the Center for Education (CE).
Asbtracts of the Center for Health Sciences (CCS).
Centro de Ciências Jurídicas e Econômicas (CCJE)
Abstracts of the Center for Legal and Economic Sciences (CCJE).
Center for Human and Natural Sciences (CCHN)
Abstracts of the Center for Human and Natural Sciences (CCHN).
Center for Exact and Health Sciences (CCENS)
Abstracts of the Center for Exact and Health Sciences (CCENS).
Abstracts of the Center for Exact Sciences (CCE).
Center for Agricultural and Engineering Sciences (CCAE)
Abstracts of the Center for Agricultural and Engineering Sciences (CCAE).
Abstracts of the Center for the Arts (CAr).
Expanded abstracts from the São Mateus Campus.
Expanded abstracts from the Maruípe Campus.