The curricularization of University Extension

reflections based on a discipline in the Biological Sciences course at the Federal University of Viçosa, Minas Gerais

Abstract

This article presents a reflective and evaluative analysis of the reformulation of an undergraduate course in the Biological Sciences (Bachelor’s degree) program at the Federal University of Viçosa, created in 2023 within the context of the curricularization of university extension. In its first offering, low student engagement and difficulties in understanding the relevance of extension for academic and superior education were observed. Thus, and considering the formative role of extension in higher education, this study aimed to critically reflect on the actions developed and to evaluate the restructuring implemented in 2024. A methodological triangulation approach was adopted, involving document analysis, participant observation, and the application of questionnaires to students, based on the hypothesis that the changes would promote greater engagement and more meaningful learning. The reformulation prioritized the integration of theory and practice, with diversification of teaching strategies and expansion of spaces for listening and active participation. The results indicated significant progress: recognition of learning promotion increased from 42.9% (2023) to 92.31% (2024); perception of planning adequacy increased from 44.9% to 89.74%; and positive evaluation of assessment instruments increased from 49% to 92.31%. Additionally, 92.31% of students came to consider the time allocated to activities appropriate. Conversely, self-assessment of effective participation decreased from 73.5% to 35.9%, suggesting greater student critical awareness regarding their own involvement in the learning process. It is concluded that the new proposal contributed to expanding students’ understanding of the role of university extension and its relevance in academic training, while also strengthening its formative character by promoting better articulation between theory and practice, fostering critical reflection, collaborative work, and social commitment. Finally, the importance of actively listening to students and systematically using evaluations for the continuous improvement of pedagogical practices is highlighted.