A curricularização da extensão nos cursos de licenciatura em Matemática no Instituto Federal de Mato Grosso: um estudo no contexto das reformas curriculares

Abstract

The curricularization of university extension, although marked from the National Education Plan (2001-2010), was not effective until 2019, with Resolution No. 7/2018 - which established the Guidelines for Extension in Brazilian Higher Education - being the milestone for its implementation. From then on, research into the curricularization of extension began to consider new factors and, as extension was implemented in curricula, research spaces expanded. Undergraduate curricula have been permeated by new guidelines, such as CNE/CP Resolution No. 2/2019 - which defined the National Curricular Guidelines for the Initial Training of Teachers for Basic Education and established the Common National Base for the Initial Training of Basic Education Teachers. Based on these documents - which resulted in changes to the curricula of degree courses - this research focuses on university extension and its relationship with the curriculum of three degree courses in Mathematics at the Federal Institute of Mato Grosso (IFMT). The impacts on the promotion of specific and pedagogical knowledge in these courses are investigated, given the demand for the curricularization of extension. The study considers the defense and relevance of the knowledge addressed in teacher training, especially with regard to Michael Young's powerful knowledge. The methodological approach chosen is qualitative and exploratorydescriptive, using a multiple case study, with each course analyzed as a distinct case. The sources of evidence included interviews, documentation and bibliographic research. In analyzing and interpreting the data, the analytical technique of cross-case synthesis and content analysis was used. The thesis defended is that the inclusion of extension in the curricula of IFMT degree courses in Mathematics will create opportunities for the integration and valorization of specific and pedagogical knowledge, intertwined with the graduate's performance at school, which will also become a space for the promotion of plural knowledge. However, the strategy adopted for the curricular reformulation of these courses, which was based on standardized practices focused on compliance with legislation, without a deeper analysis of the social aspect of extension, resulted in a curricular matrix with few modifications and which prioritized the reorganization of subjects to allow for the workload allocated to extension. Furthermore, curricular adaptations during the course, aiming to adapt to the students' reality, can promote democratic elements and the appreciation of the student's voice, resulting in more significant curricular transformations.