<?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>S1809-43092022000100121</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.17.20796.093</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Curricularização da extensão nas Licenciaturas]]></article-title>
<article-title xml:lang="en"><![CDATA[Curricularization of extension in Pre-service teacher education courses]]></article-title>
<article-title xml:lang="es"><![CDATA[Curricularización de la extensión en las Licenciaturas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zanon]]></surname>
<given-names><![CDATA[Denise Puglia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cartaxo]]></surname>
<given-names><![CDATA[Simone Regina Manosso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>17</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092022000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092022000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092022000100121&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo teve como objetivo apresentar os significados sobre curricularização da extensão nas Licenciaturas assumidos por diferentes sujeitos na e da Universidade. É parte de um estudo mais amplo sobre o processo de curricularização da extensão para as Licenciaturas na Universidade Estadual de Ponta Grossa (UEPG). Como fundamentos para a compreensão e a defesa da extensão universitária, toma-se o conceito de dialogicidade em Freire (1969, 1987a, 1987b, 2001) e da teoria da ação comunicativa em Habermas (1997, 2012a, 2012b). De abordagem qualitativa, este estudo foi realizado por meio de entrevista semiestruturada com 17 pessoas, dentre estas, profissionais da Pró-Reitoria de Extensão e Assuntos Culturais (Proex), participantes da comissão de curricularização e de propostas extensionistas. Para a análise dos dados, definiu-se a ferramenta das pretensões de validade, a partir de Habermas (2012a), que incide sobre a relação entre as pretensões de validade e os registros do diálogo com os participantes da pesquisa. Os resultados indicam que prevaleceram os seguintes aspectos: a) concepção de extensão acadêmica, crítica e prestadora de serviços; b) indissociabilidade entre os elementos do tripé universitário, que é uma proposição entre os entrevistados, nos documentos e nos referenciais; entretanto, ainda não se materializou e esbarra na concepção de currículo tradicional, disciplinar e, também, na ênfase das práticas de ensino e de pesquisa na formação inicial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aimed to present the meanings of extension curricularization in the Pre-service teacher education courses assumed by different subjects at and of the University. It is part of a broader study on the extension curricularization process for the Pre-service teacher education courses at the Universidade Estadual de Ponta Grossa (UEPG). As foundations for understanding and defending university extension, the concept of dialogicity in Freire (1969, 1987a, 1987b, 2001) and the theory of communicative action in Habermas (1997, 2012a, 2012b) are taken. With a qualitative approach, this study was carried out through a semi-structured interview with 17 people, including professionals from the Pro-Rectory of Extension and Cultural Affairs (Proex), participants in the curriculum committee and extension proposals. For data analysis, the validity claims tool was defined, based on Habermas (2012a), which focuses on the relationship between validity claims and the records of dialogue with the research participants. The results indicate that the following aspects prevailed: a) conception of academic, critical and service-providing extension; b) inseparability between the elements of the university tripod, which is a proposition among the interviewees, in documents and references; however, it has not yet materialized and it collides with the conception of a traditional, disciplinary curriculum and, also, with the emphasis on teaching and research practices in initial training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tuvo como objetivo presentar los significados sobre curricularización de la extensión en las Licenciaturas asumidos por diferentes sujetos de y en la Universidad. Forma parte de un estudio más amplio sobre el proceso de curricularización de la extensión de las Licenciaturas en la Universidad Estadual de Ponta Grossa (UEPG). Como fundamentos para la comprensión y la defensa de la extensión universitaria, se toma el concepto de dialogicidad en Freire (1969, 1987a, 1987b, 2001) y de la teoría de la acción comunicativa en Habermas (1997, 2000, 2012a, 2012b). Con enfoque cualitativo, este estudio fue realizado por medio de una entrevista semiestructurada con 17 personas, entre ellas, profesionales de la Prorrectoría de Extensión y Asuntos Culturales (Proex), participantes de la comisión de curricularización y de propuestas extensionistas. Para el análisis de datos, se definió la herramienta de las pretensiones de validez, a partir de Habermas (2012a), que incide sobre la relación entre las pretensiones de validez y los registros de diálogo con los participantes de la investigación. Los resultados indican que prevalecieron los siguientes aspectos: a) concepción de extensión académica, crítica y prestadora de servicios; b) inseparabilidad entre los elementos del trípode universitario, que es una proposición entre los entrevistados, en los documentos y referencias; sin embargo, aún no se materializó y choca con la concepción de currículo tradicional, disciplinar y, también, con el énfasis de las prácticas de enseñanza y de investigación en la formación inicial.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Extensão universitária]]></kwd>
<kwd lng="pt"><![CDATA[Curricularização da extensão]]></kwd>
<kwd lng="pt"><![CDATA[Licenciatura.]]></kwd>
<kwd lng="en"><![CDATA[University extension]]></kwd>
<kwd lng="en"><![CDATA[Extension curricularization]]></kwd>
<kwd lng="en"><![CDATA[Pre-service teacher education course.]]></kwd>
<kwd lng="es"><![CDATA[Extensión Universitaria]]></kwd>
<kwd lng="es"><![CDATA[Curricularización de la extensión]]></kwd>
<kwd lng="es"><![CDATA[Licenciatura.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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