<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2022000301095</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.22.074.ds05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Caminhos para a formação integrada por meio de princípios agregados à curricularização da extensão]]></article-title>
<article-title xml:lang="en"><![CDATA[Paths to integrated training through principles added to the extension curriculum]]></article-title>
<article-title xml:lang="es"><![CDATA[Caminos hacia la formación integrada a través de principios agregados al currículo de extensión]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ILGENFRITZ]]></surname>
<given-names><![CDATA[LEANDRO ADRIANO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CAMBRAIA]]></surname>
<given-names><![CDATA[ADãO CARON]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NONENMACHER]]></surname>
<given-names><![CDATA[SANDRA ELISABET BAZANA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação Ciência e Tecnologia Farroupilha  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação Ciência e Tecnologia Farroupilha  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Educação Ciência e Tecnologia Farroupilha  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>74</numero>
<fpage>1095</fpage>
<lpage>1120</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2022000301095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2022000301095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2022000301095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O Plano Nacional de Educação (PNE) prevê a implementação de ações de extensão de no mínimo 10% do total da carga horária curricular estudantil, iniciando um movimento nacional de curricularização da extensão. A partir disto, este texto busca compreender como esse processo vem sendo proposto e implementado em um Campus do Instituto Federal Farroupilha, tendo como base as concepções de extensão, formação integral e currículo integrado constantes em seus documentos formais e projetos de extensão propostos. Sendo de natureza qualitativa, elaborada a partir de pesquisa bibliográfica e documental, busca e analisa dados empíricos, pela Análise Textual Discursiva de projetos e de entrevistas, organizadas de maneira semiestruturada, com coordenadores de projetos de extensão, selecionados no campus de Frederico Westphalen/RS. O processo de curricularização da extensão, tal como a materialização do currículo integrado, são processos que estão em construção, de maneira coletiva e paulatinamente, ambos têm contribuições mútuas, pois evidenciam e se balizam em preceitos comuns, conforme categorias explicitadas: interação dialógica; interdisciplinaridade, integração e interprofissionalidade; indissociabilidade entre ensino pesquisa e extensão e impacto e transformação social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The National Education Plan - PNE foresees the implementation of extension actions in at least 10% of the total student curricular workload, initiating a national movement of extension curricularization. From this, this text seeks to understand how this process has been proposed and implemented in a Campus of the Instituto Federal Farroupilha, based on the concepts of extension, integral formation and integrated curriculum contained in its formal documents and extension projects proposed. Being of a qualitative nature, elaborated from bibliographical and documentary research, it searches and analyzes empirical data, by the Discursive Textual Analysis of projects and interviews, organized in a semi-structured way, with coordinators of extension projects, selected from the Frederico Westphalen campus /RS. The extension curricularization process, as well as the materialization of the integrated curriculum, are processes that are under construction, collectively and gradually, both have mutual contributions, as they evidence and are based on common precepts, according to explicit categories: dialogic interaction; interdisciplinarity, integration and interprofessionality; inseparability between teaching, research and extension and impact and social transformation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El Plan Nacional de Educación - PNE prevé la implementación de acciones de extensión en al menos el 10% de la carga curricular total de los estudiantes, iniciando un movimiento nacional de extensión curricular. A partir de eso, este texto busca comprender cómo este proceso ha sido propuesto e implementado en un Campus del Instituto Federal Farroupilha, a partir de los conceptos de extensión, formación integral y currículo integrado contenidos en sus documentos formales y proyectos de extensión propuestos. Siendo de naturaleza cualitativa, elaborada a partir de investigaciones bibliográficas y documentales, busca y analiza datos empíricos, por el Análisis Textual Discursivo de proyectos y entrevistas, organizadas de forma semiestructurada, con coordinadores de proyectos de extensión, seleccionados del Frederico Campus de Westphalen/RS. El proceso de curricularización extensionista, así como la materialización del currículo integrado, son procesos que se encuentran en construcción, colectiva y paulatinamente, ambos tienen aportes mutuos, pues evidencian y se fundamentan en preceptos comunes, según categorías explícitas: interacción dialógica; interdisciplinariedad, integración e interprofesionalidad; inseparabilidad entre docencia, investigación y extensión e impacto y transformación social.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação humana]]></kwd>
<kwd lng="pt"><![CDATA[Currículo Integrado]]></kwd>
<kwd lng="pt"><![CDATA[Transformação social.]]></kwd>
<kwd lng="en"><![CDATA[Human formation]]></kwd>
<kwd lng="en"><![CDATA[Integrated Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Social transformation.]]></kwd>
<kwd lng="es"><![CDATA[Formación humana]]></kwd>
<kwd lng="es"><![CDATA[Currículo Integrado]]></kwd>
<kwd lng="es"><![CDATA[Transformación social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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