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.
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.
Copyright (c) 2024 Guará Journal https://creativecommons.org/licenses/by-nc-nd/4.0
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.
Copyright (c) 2025 Guará Journal https://creativecommons.org/licenses/by-nc-nd/4.0
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).
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.
Expanded abstracts from the Goiabeiras Campus.
Expanded abstracts from the Alegre Campus.
Created in 2014, the Maria Filina Award for Extension Merit was established by the Office of Extension (Proex) of the Federal University of Espírito Santo (Ufes) with the purpose of recognizing the work carried out by coordinators and teams of extension projects and programs developed at Ufes, giving visibility to these extension activities, encouraging undergraduate student participation, and promoting student leadership in extension practices. This year, a total of 40 people were involved in the Maria Filina Award, including members of the Organizing Committee, evaluators, scholarship holders, and other collaborators. However, the main protagonists of this great “celebration” are the teams behind the 131 participating projects and programs. From capoeira to breastfeeding, from elderly care to the creation of technological solutions to improve assistance for people with autism, from the teaching of Botany to the teaching of Python, the Award is a beautiful showcase that presents a sample of Ufes projects that have been benefiting the society of Espírito Santo.
Contribuitions of extension at the Federal University of Espírito Santo from the perspective of the People Axis of the 2030 Agenda
The 2030 Agenda is a global action plan proposed to member countries by the United Nations (UN), made up of 169 integrated goals distributed in 17 Sustainable Development Goals (SDGs) that act on five axes: People, Planet, Peace, Prosperity and Partnership, with the aim of minimizing problems faced by the world today that hinder the sustainability of the planet. Faced with the challenges of implementing this Agenda, the role of universities stands out, as they play an important role in shaping opinions and professionals who will solve society's demands. The aim of this study was therefore to investigate the extension activities carried out at the Federal University of Espírito Santo (Ufes) in relation to the SDGs of the People Hub, following the creation of the 2030 Agenda. This case study was based on the extension activities registered with the Pro-Rectory of Extension (PROEX) between 2016 and 2023. The results showed that there were 1,360 different activities related to the six SDGs of the People Hub, with SDG 4 and SDG 3, respectively, having the highest number of activities. Finally, although these activities were classified according to SDG in this study, it can be seen that the implementation of the SDGs at Ufes is still in its infancy.
Curricular Integration of University Extension
This study addresses the integration of university extension into the curriculum of the course “Nursing and Society,” implemented since 2022. Objectives: to broaden the debate on the curricularization of extension and its inclusion in the undergraduate nursing program at Ufes; to describe the experience of implementing and executing the extension curricularization and to list the perspectives and challenges of these extension practices. This is a descriptive study developed from 2022 to 2024, through health education carried out in elementary schools and a foster home in Vitória/ES, targeting children, pre-adolescents, and adolescents aged 4 to 15. The educational topics covered included personal hygiene, prevention of Pediculosis and its treatment, tuberculosis, leprosy, human parasites, and healthy eating. Results: 150 nursing undergraduates participated in extension activities, with direct (in-locus) involvement of 770 students from the municipal school system, in addition to the participation of pedagogues, school principals, and other health workers from the Maruípe and Jardim da Penha health units, teaching assistants, and graduate students. It is concluded that the 2020 Pedagogical Political Project of the Ufes Nursing Program showed significant advances in the curricularization of extension, enabling students to experience extension activities from the first semester of the course.
This extension project was carried out by medical students from a university in Belo Horizonte through regular visits to a shelter for women facing situations of abandonment. These situations stemmed from factors such as domestic violence, substance abuse, transphobia, and other degrading conditions. The shelter provides quality infrastructure, daily meals, and recreational activities to support the residents. The aim of this study is to share the students’ experiences during the implementation of the extension project. This is a qualitative study, designed using descriptive and observational methods, based on visit logs and reflective meetings between students and faculty mentors. During the visits, topics were addressed according to the specific needs identified by the shelter residents. This experience enabled a deeper understanding of the essential role of active listening and mental health care for victims of physical, psychological, and financial violence. It also highlights the importance of university extension activities in the professional training of medical students.
Carolina Marques Miranda de Albuquerque Maranhão