Curricularization of extension as an educational policy: perceptions and challenges in implementation

Abstract

The curricularization of extension has become a structuring element of higher education policies in Brazil, especially after its explicit incorporation into the goals of the National Education Plans (2001–2010; 2014–2024) and the regulation established by CNE Resolution No. 07/2018. These guidelines reinforce the inseparability of teaching, research, and extension, and reconfigure the role of Higher Education Institutions by establishing extension as a mandatory component of academic curricula. In this context, this article analyzes the experience of implementing extension curricularization in the Pedagogy program at the Federal University of Grande Dourados (UFGD), based on an action linked to the course “Curriculum and Teaching of Science and Health,” carried out in a public municipal school in Dourados, MS in 2025. This qualitative study engages with theoretical contributions on public policies and local-level implementation, highlighting the role of undergraduate students as frontline implementers. The results indicate that implementation is not linear and requires adjustments in how the policy is interpreted. Identified challenges include time management, the need for flexible planning, difficulties in communication among team members, and logistical issues related to reaching the school. The activity was perceived as an opportunity to bring theory and practice closer together and to strengthen the understanding of extension as a formative axis. It is argued that full implementation of the extension curricularization policy requires not only formal regulation but also ongoing investment in monitoring strategies, institutional support, strengthened partnerships, and the valuing of formative experiences.