<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092024000100159</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.19.22756.090</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Imagens subjetivas de realidades objetivas: o que estamos fazendo com o nome de curricularização da extensão?]]></article-title>
<article-title xml:lang="en"><![CDATA[Subjective images of objective realities: what are we doing with the name of extension curricularization?]]></article-title>
<article-title xml:lang="es"><![CDATA[Imágenes subjetivas de realidades objetivas: ¿qué estamos haciendo con el nombre de curricularización de la extensión?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teo]]></surname>
<given-names><![CDATA[Carla Rosane Paz Arruda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Solange Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó, Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Fronteira Sul, Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>19</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092024000100159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092024000100159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092024000100159&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, objetiva-se compreender como a extensão tem sido curricularizada na Educação Superior brasileira. Foi realizada pesquisa bibliográfica, cuja fonte de dados foi um conjunto de oito relatos de experiência selecionados segundo a metodologia do Estado do Conhecimento. A perspectiva teórica foi histórico-cultural, cujo fundamento é o materialismo histórico-dialético. A análise, qualitativa, foi realizada em termos dos procedimentos de implementação da curricularização da extensão e das concepções subjacentes ao processo. Foi observada uma diversidade de mecanismos e ações adotados na curricularização, com alguns sugerindo equívocos de interpretação da legislação vigente. Constatou-se predominância da concepção tradicional de extensão, que surge como capacitação e treinamento, em prejuízo de uma práxis educativa promotora de desenvolvimento humano. Ademais, restam lacunas sobre o processo, entre as quais se destacam a curricularização no ensino noturno, com estudantes trabalhadores, e a compreensão de conceitos-chave, tais como interação dialógica, participação, transformação e pertinência social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to understand how extension has been curricularized in Brazilian Higher Education. Bibliographical research was carried out, the data source of which was a set of eight experience reports selected according to the State of Knowledge methodology. The theoretical perspective was historical-cultural, whose foundation is the historical-dialectical materialism. Qualitative analysis was carried out in terms of the implementation procedures for extension curricularization and concepts underlying the process. A diversity of mechanisms and actions adopted in curricularization was observed, with some suggesting misunderstandings in the interpretation of current legislation. Predominance of traditional conception of extension was observed, which appears as qualification and training, to the detriment of an educational praxis that promotes human development. Furthermore, gaps remain in the process, among which the curricularization in night classes, with working students, and the understanding of key concepts, such as dialogical interaction, participation, transformation, and social relevance, stand out.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo, el objetivo es comprender cómo la extensión ha sido curricularizada en la Educación Superior brasileña. Fue realizada investigación bibliográfica, cuya fuente de datos fue un conjunto de ocho relatos de experiencia seleccionados según la metodología del Estado del Conocimiento. La perspectiva teórica fue histórico-cultural, cuyo fundamento es el materialismo histórico-dialéctico. El análisis, cualitativo, fue realizado en términos de los procedimientos de implementación de la curricularización de la extensión y de las concepciones subyacentes al proceso. Fue observada una diversidad de mecanismos y acciones adoptadas en la curricularización, algunos de los cuales sugiriendo equivocaciones en la interpretación de la legislación vigente. Se constató el predominio de la concepción tradicional de extensión, que surge como calificación y entrenamiento, en detrimento de una praxis educativa promotora del desarrollo humano. Además, persisten vacíos sobre el proceso, entre las que se destacan la curricularización en la enseñanza nocturna, con estudiantes trabajadores, y la comprensión de conceptos claves, tales como interacción dialógica, participación, transformación y pertinencia social.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Extensão comunitária]]></kwd>
<kwd lng="pt"><![CDATA[Teoria da atividade.]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Community extension]]></kwd>
<kwd lng="en"><![CDATA[Activity theory]]></kwd>
<kwd lng="es"><![CDATA[Educación universitaria]]></kwd>
<kwd lng="es"><![CDATA[Extensión comunitaria]]></kwd>
<kwd lng="es"><![CDATA[Teoría de la actividad.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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