Extensão universitária e o desenvolvimento rural sustentável frente à gestão da curricularização nas IES públicas brasileiras

• Ano de defesa: 2024
• Autor(a) principal: Ferreira, Renan Silva
• Orientador(a): Grandi, Adriana Maria de
• Banca de defesa: Grandi, Adriana Maria de , Ahlert, Alvori , Corbari, Fábio , Farias, Ana Paula da Silva , Brandão, Suiane Valença
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Marechal Cândido Rondon
• Programa de Pós-Graduação: Programa de Pós-Graduação em Desenvolvimento Rural Sustentável
• Departamento: Centro de Ciências Agrárias
• País: Brasil
• Palavras-chave em Português: desenvolvimento rural sustentável; curricularização; extensão
• Área do conhecimento CNPq: CIÊNCIAS AGRÁRIAS:DESENVOLVIMENTO RURAL SUSTENTÁVEL
• Link de acesso: https://tede.unioeste.br/handle/tede/7298

The general objective of this work is to investigate how Brazilian public higher education institutions propose the curricularization of extension in search of Sustainable Rural Development (SRD). The specific objectives are: a) to understand the main numbers and trends regarding rural university extension, based on other scientific research in the period from 2011 to 2023; b) analyze how Brazilian public HEIs propose the curricularization of extension in search of sustainable rural development. The study is methodologically characterized by a hybrid, exploratory approach, with the application of questionnaires, and is structured in two articles; the first is characterized by a bibliometric analysis on rural extension; the second article, about the process of curricularization of university extension in search of SRD, with data processing based on content analysis. This investigation takes place based on Normative Resolution No. 7/2018 of the MEC of the National Education Plan on the obligation to comply with a greater workload allocated to extension, and the foundations that support the dialogues could be made in light of the theory of change institutional framework by Coraiola et al (2015), with some units of analysis: dialogic interaction, inseparability of teaching, research and extension, interdisciplinarity, social transformation and citizenship formation, technical improvement, family farming, resource availability and autonomy, SRD and the SDGs . This theory indicates that the institutional context has a certain level of modification according to the availability of practices, meanings, resources and capacity of actors, their levels of reflexivity of institutions in a given context, resulting in the interaction between the characteristics of the institutional context (plasticity) and the types of social actors (discretionary). In the research results, within the sample of 22 Dean's Offices, it was discussed and confirmed that the curricularization process presents a heterogeneous, interdisciplinary, complex and dynamic profile, with challenges related to limited resources, infrastructure and teaching policy regarding to continuous adherence between collaborators and beneficiaries, although autonomy and partnerships are one of the great motivators of this process, but also a challenge to meet transparency and precise indicators to strengthen these projects. It is also argued that the perceptions of how they will implement curricularization in favor of a SRD are encouraging, but not linear, it has a potential for positive autonomy regardless of the area or regionalism, resulting in encouraging numbers and adherence to rural activities, which which associates terms with family farming and compliance with the SDGs as strong components of the analyses, and seeks ways to strengthen the SRD, interests are strongly based on gaps and social demands, which makes the process more interactive and devolutionary towards what it proposes to achieve. extension, although the perceptions of the elements taken under analysis are restricted to the vision of the vice-rectors, and in this way there is an understanding that the curriculum is not definitive but rather constructed collectively, privileging not only research and teaching.