Cotidianos e escrevivências sobre a curricularização da extensão universitária na ESDI / UERJ

Abstract

This dissertation presents the results of the analysis of the social, administrative and pedagogical processes of university extension at the Superior School of Industrial Design - ESDI / UERJ. With the objective of documenting and enhancing the processes of “curricularization of extension” (DEPEXT, 2021), in addition to document analysis, bibliographic review, semi-structured investigations and the study of current legislation, this research used ethnography (ANGROSINO, 2009), escrevivêcia (EVARISTO; 2017), conversation as a methodology (NOLASCO-SILVA, 2019), everyday analysis (CERTEAU, 1998; ALVES, 2003) and materialities produced with / us / these meetings (LODADO; DISSALVO, 2018) to undertake a pluriversal (ESCOBAR, 2014) and multi- referential (MARTINS, 2016) narrative about how university extension is produced at ESDI / UERJ. The conception of design as a mediation tool capable of provoking engagement and systematizing processes has been fundamental to structure a narrative that seeks to validate university extension as a cultural manifestation that is born in the informality of intentions and moves towards its full curricularization. The mutations determined by the circumstances and the familiarity with internal events, allow the work to present not only the history and chronology of the facts, but above all, expose how ideas and concepts are grouped for the curricularization of extension at ESDI / UERJ. Through the crossing of data obtained on multiple platforms (Site ESDI, DEPEXT, Lattes, UERJ SEM MUROS), an illustrative notebook was developed for identified all the extension actions underway in the period. With this document in hand and in parallel with the bibliographic study, contact with the academic community began. The perceptions here are configured as a system of mediation of interests, people and content. Through the compilation of data, reports, laws and documents, we build in the "event" (FOUCAULT, 1999) of everyday life a proposal of seven potentialities that will serve to open a broader conversation with the academic community. With regard to these potentialities, was found in contextual pregnancies the importance of strengthening the use and understanding of the term “extension”; the need to understand the binding parameters for systematizing the extension; the fundamental conception of undergraduate students on the topic; the implementation of policies that encourage the link between research and extension; the extension profile of ESDI / UERJ for integrating with basic education; the power of voluntary work to validate actions within the scope of UERJ; professional and citizen education of the student; and extension as a field of experimentation for the teacher. In order to consolidate this proposal, a documentary study on the national and state panorama of the stages of curricularization is presented and, next, it is narrated how the academic community has interacted with these norms. In the expectation that these processes can be useful for the “Esdian” community to carry out an extension in a more proven way, the structuring of this narrative was complemented with a historical mapping of the extension processes developed by ESDI / UERJ from 1998 to 2020. It is important to note that the dynamism of extension processes requires permanent observation and analysis in order to download the updated state of the art panorama.