Tecnologia Social e ensino superior: uma análise dos projetos extensionistas (2015-2018) de uma universidade pública.

Abstract

The research presents a study on Social Technology in university extension. The object of the research is focused on the extension projects developed in the 2015/2018 time frame of the Federal Technological University of Paraná - UTFPR. The main question of the research process was: What measure do UTFPR extension projects in the period from 2015 to 2018, contemplate the use of Social Technology? The general objective of the research is contemplated in the proposal is to analyze the extension projects of the UTFPR that develop from the perception of social technology between 2015 and 2018. As specific objectives, the following was outlined: reflect as the Social Technology presents itself in the UTFPR; develop the discussions in relation to Social Technology and how they are articulated from the gramscian categories presented; utilizer sociotechnical analysis (AST) as an instrument to understand the dynamics of the actors, field and projects involved. The empirical material of the research is composed of four institutional spreadsheets of extension projects approved in the extension board (DIREX) with the data of the projects carried out in the screen period and five semi-structured interviews conducted with the coordinators of the extension projects. The documentary research took place in the institutional documents of the UTFPR, priority the Institutional Political-Pedagogical Project - 2007 (PPI) and the Institutional Development Plan - 2013-2017 (PDI). The epistemological theoretical contribution was made from the readings of Gramscian thought and its Brazilian and Italian representatives. The theoretical research in social technology was structured from Dagnino (2014, 2018), Addor (2015, 2018, 2021), Fonseca (2009), Leal (2018), Neder (2015); in Higher Education and University Extension was based in Cunha (1980, 2004), Fávaro (2000), Gadotti (2021), Martins (2018), Saviani (2021); the methodology was represented by Bardin (2015, 2021), Carvalho (2016), Trist and Emery (1960), Creswell and Clark Plan (2013). The results indicate that although there are quantitatively hegemonic projects, when analyzed the universe of extension projects in social technology are against hegemonic, start from a unitary and disinterested education, present traditional and organic intellectuals in their composition and promote the cultural elevation of the subaltern class. The results indicate that, although there are quantitatively hegemonic projects, when analyzing the universe of extension projects in social technology, these are against hegemonic, depart from a unitary and disinterested education, present traditional and organic intellectuals in their composition and promote the cultural elevation of the subaltern class.