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.
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
Abstracts of the Department of Culture (SECULT).
Office of Planning and Institutional Development (PROPLAN)
Abstracts of the Office of Planning and Institutional Development (PROPLAN).
Office of Planning and Institutional Development
Abstracts of the Office of Extension (PROEX).
Cassiano Antonio Moraes University Hospital (HUCAM)
Abstracts of the Cassiano Antonio Moraes University Hospital (HUCAM).
Cassiano Antonio Moraes University Hospital
Abstracts of the Technological Center (CT).
Northern Espírito Santo University Center (CEUNES)
Abstracts of the Northern Espírito Santo University Center (CEUNES).
Northern Espírito Santo University Center
Center for Physical Education and Sports (CEFD)
Abstracts of the Center for Physical Education and Sports (CEFD).
Center for Physical Education and Sports
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).
Center for Agricultural and Engineering Sciences
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.
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
University extension, rooted in the Industrial Revolution and influenced by European and North American models, has evolved in Brazil from an assistance-based approach to a dialogical and transformative practice, consolidated by the Federal Constitution and the Law of Guidelines and Bases of Education. Extension is approached as a formative dimension that integrates teaching, research, and practical experience, strengthening ties with the community. This study analyzes how the curricularization of extension in the Administration program at the State University of Paraná, Paranavaí campus, contributes to students’ academic and professional development, based on their perspectives and experiences. Methodologically, the study adopted a qualitative, exploratory, and descriptive approach, with data collected through a focus group composed of 12 students involved in extension projects in 2024. Content analysis, based on Bardin (2011), was used to organize and interpret the emerging categories from the students’ reported experiences. The results indicate that the curricularization of extension promotes practical learning, the development of professional skills, and the expansion of knowledge, although challenges remain in the formal implementation of extension within the curriculum. Students emphasized the importance of greater protagonism in extension practices, recognizing the transformative potential of university extension in academic, civic, and social development.
Dossier: "Curricular Integration and Accreditation of University Extension: Implementation, Perspectives, Evaluation, and Challenges"
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
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
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.
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
With technological advances, tools emerge that facilitate various daily activities, reflecting the right to access basic services. However, lack of access to them can worsen social and economic inequalities. Thus, the REDE INFO+ outreach program emerged as an initiative to promote digital inclusion and literacy in the city of Alegre, in Espírito Santo, offering free computer courses to the entire community, democratizing access to technology and preparing for employment, education and leisure opportunities. To this end, three projects were created: INFO + Third Age, INFO + Community and INFO + Lúdico. The main objective of the INFO + Third Age project is to offer basic courses and develop teaching methodologies in the area of technology for senior groups. The INFO + Community project aims to serve the needy community through courses, seeking to promote better living and working conditions. INFO + Lúdico covers municipal public schools and aims to foster knowledge and exploration of the educational possibilities of computer science in learning processes. The network offers in-person courses in basic computing, with theoretical and practical classes, allowing participants to apply the knowledge acquired in real situations. The program has the participation of students from the Federal University of Espírito Santo (UFES) as professors who teach the classes and monitors who assist students during the activities. At the end of the course, a certificate of completion is given to students in a celebration ceremony. The results are evaluated through questionnaires and testimonials from participants, who reported improvements in their digital skills. In addition, the program demonstrated a positive impact on the self-esteem and social inclusion of participants. Thus, the INFO+ NETWORK stands out as an important outreach initiative, contributing to a more inclusive and equitable future, by enabling individuals of different age groups and social backgrounds to have access to the technological tools essential for their insertion in the contemporary world.
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.