Reflexões e Práticas Estudantis na Extensão em Letras na UEPG: possibilidades para a curricularização

Abstract

In this dissertation, I investigate and seek to understand the Language and Literature (Letras) courses of the State University of Ponta Grossa (UEPG) extensionist scenario, so that I can present contributions to the discussion about the university extension curricularization, attending the CNE/CES Resolution #7, of 2018. It consists of a case study, supported by theoretical dimensions, with the literature and document review, which goes through the constitution of the university and extension in Brazil, as well as the reflection of coloniality in this establishment and in the processes of knowledge validation. This reflection guides the procedures adopted in the stages of data collection, data analysis and synthesis, organized by the systematization of experience (HOLLIDAY, 2006), based on five axes: conception of extension; access and information about university extension; references of university extension in the Letras courses and at UEPG; disciplines of articulated practice and university extension; and knowledge of university extension curricularization. With that, the answers composed a body of information that shows that, throughout the course, students of Letras live with strangeness to the same extent that they develop a growing approximation with extensionist practices, without the participation reaching the totality of students at any time, which contradicts the documental expectation (UEPG, 2015), given the presence of the articulated practice disciplines since its last curricular reformulation in 2015, which should cover teaching, research and extension. Furthermore, there is heterogeneity in the answers regarding the conception and role of university extension, present in the content brought by first and last year students, which demonstrates a gap in understanding about what extension is, which extension perspective(s) is(are) adopted, what is considered extension and who does extension, by students, teachers, agents and the university community. Associated to this is the lack of consistent disclosure of extension projects and programs of Letras and of UEPG, throughout the year, in formal and informal spaces and conversations. The design of this extensionist scenario indicates that a significant part of the path for the curricularization of extension in the Letras courses at UEPG has already been traced, however, there are impasses both from the institutional structure and regarding student and faculty identities identified that need to be discussed internally and externally so that, in meeting CNE/CES Resolution #7, of 2018, it also meets the documents of the course, the university, and the competent bodies, which present guidelines for extensionist practice, yes; but contemplate, in addition, a critical perspective aligned to social demands, with dialogic, continuous, socially relevant proposals that articulate teaching, research and extension and strengthen the reciprocal relationship between university and society.