The value of extension as a transformative process in teacher training

Abstract

This work reflects on the performance of the team of teachers-extensionists (Biological Sciences) in the Faculty of Agronomy of Azul, with the intention of evaluating their processes of standpoint change concerning their conception of "extension" and its value in teacher training. It reflects on the potential of extension from its ethical, political and pedagogical dimensions when training university teachers committed to the processes of social transformation. The university extension projects used here are methodologically  supported by the thoughts and practices of Paulo Freire (1967 and 1983) on “education for emancipation” from a dialogic relationship. Research procedures from extension practices are related to the wide open methodological range of “Action Research” by Kemmis and MacTaggart (1988). University extension is conceived as a fundamental pillar of undergraduate academic training (hand in hand with teaching and research). For this reason, a brief analysis of the process of methodological construction of territorial practices and interventions is appropriate. Here, diverse knowledge and skills are put into play, in order to promote dialogue, participation and joint reflection between the academy and society, to address topics that are relevant for neighborhood actors (such as participation), leaving from a classroom centered approach, and expanding the possibilities of action and professionalization of each field.