TEACHER EDUCATION: A NEW RATIONALITY VIA UNIVERSITY OUTREACH

Castro, Maria Celeste Souza de; Ribeiro, Silvar Ferreira

doi:10.1590/198053149898_en

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TEACHER EDUCATION AND TEACHING • Cad. Pesqui. 53 • 2023 • https://doi.org/10.1590/198053149898_en copy

TEACHER EDUCATION: A NEW RATIONALITY VIA UNIVERSITY OUTREACH

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This article aims to correlate outreach principles and guidelines with policies on teacher education and on action in the public school. To that end, the study considered Resolution n. 2/2015, Resolution n. 2/2019 and the Base Nacional Comum Curricular [National Common Curriculum Base] (BNCC). The qualitative approach was carried out using thematic analysis with the software MAXQDA to extract possible correlations between education and action policies. The theoretical framework on education for autonomy and social commitment informed the analysis perspective, considering university outreach as an educational-scientific-social field which enables a critical- emancipatory teacher education. Results indicate that outreach is the reference locus for providing creative responses to education policies.

UNIVERSITY OUTREACH; EDUCATION POLICY; COMPLEX THINKING; RATIONALITY

Period	Directions	Outreach model	Authors’ views/analyses
1950-1960	Organization of cultural and political movements - União Nacional dos Estudantes [National Students’ Union] (UNE) (Forproex, 2012, p. 18).	Cultural and political movements that contributed to the training of leaders required by the country (Forproex, 2012).	Propagation of the political perspective to university outreach. Conception based on transformation, humanization and emancipation, influenced by Paulo Freire (Machado, 2019Machado, K. A. (2019). Formação docente e extensão universitária: Tessituras entre concepções, sentidos e construções [Tese de doutorado]. Universidade de Brasília, Programa de Pós-Graduação em Educação.).
1966-1970	Creation of the Centro Rural de Treinamento e Ação Comunitária [Rural Center for Community Training and Action] (Crutac) and the Rondon Project - subordination to the Política de Segurança Nacional [National Security Policy].	Outreach through knowledge sharing based on experiences with rural communities.	Integration of the university into the regional context (Nogueira, 2019Nogueira, M. D. P. (2019). A participação da extensão universitária no processo de descolonização do pensamento e valorização dos saberes na América Latina [Tese de doutorado]. Universidade Federal de Minas Gerais.).
	The university reform is enacted (Lei n. 5.540, 1968).	“Universities and higher education institutions are to extend to the community, through courses and special services, the teaching activities and the results of research inherent in them” (Lei n. 5.540, 1968, own translation, emphasis added).	Nuances in the transition from an inorganic, event-based conception to an organic, process-based one (Machado, 2019Machado, K. A. (2019). Formação docente e extensão universitária: Tessituras entre concepções, sentidos e construções [Tese de doutorado]. Universidade de Brasília, Programa de Pós-Graduação em Educação.).
	The Crutac Mixed Committee - advanced campus Minter - is created by the Ministério da Educação [Ministry of Education] (MEC).	A work plan is created for institutionalizing and strengthening outreach.	MEC’s measures lead to an “expansion of universities’ action, integrating their faculty into outreach actions” (Anjos, 2014Anjos, M. D. C. R. (2014). Fronteiras na construção e socialização do conhecimento científico e tecnológico: Um olhar para a extensão universitária [Tese de doutorado]. Universidade Federal de Santa Catarina, Programa de Pós-Graduação em Educação Científica e Tecnológica., p. 35, own translation).
1970-1988	The Fórum Nacional de Pró-Reitores de Extensão das Universidades Públicas Brasileiras [National Forum of Associate Deans of Outreach of Public Universities] is created (Forproex, 2012).	Outreach as interdisciplinary work for the integral view of social matters (Forproex, 2012). “Inseparability between teaching, research and outreach” (Constituição da República Federativa do Brasil de 1988, Art. 207, own translation). Outreach as an educational and interdisciplinary process.	“Creation out of the need for political-institutional institutionalization, since there was a differentiated form, for both funding and guidelines” (Nogueira, 2019Nogueira, M. D. P. (2019). A participação da extensão universitária no processo de descolonização do pensamento e valorização dos saberes na América Latina [Tese de doutorado]. Universidade Federal de Minas Gerais., p. 38, own translation, emphasis added). Gatti (2019Gatti, J. P. (2019). Extensão universitária no Brasil: A experiência formativa na área de educação da UFSCar [Tese de doutorado]. Universidade Federal de São Carlos.) highlights the polysemic meaning at the core of concept of outreach. For the author, the way of referring to outreach - process, instrument, and work - has been reformulated and expanded, thus ensuring the “perception that outreach should be understood as an identifying element of the university so that interactions can promote changes in the social environment and in the institution itself” (Gatti, 2019, p. 92, own translation).
1990-2001	Inclusion into the Lei de Diretrizes e Bases da Educação Nacional [National Education Bases and Guidelines Law] (LDB) - Lei n. 9.394 (1996).	Outreach as one of the purposes of the university.	Anjos (2014Anjos, M. D. C. R. (2014). Fronteiras na construção e socialização do conhecimento científico e tecnológico: Um olhar para a extensão universitária [Tese de doutorado]. Universidade Federal de Santa Catarina, Programa de Pós-Graduação em Educação Científica e Tecnológica.) points out that it is necessary to assume that this process is not unilateral. It must be built in a “reciprocal relationship where the contexts might be valued in a dialectical movement pervaded by the social reality and by the experience of thinking and doing” (Anjos, 2014, p. 71, own translation).
1990-2001	PNE 2001-2010, through Lei n. 10.172, de 9 de dezembro de 2001.	Determines that “at least 10% of credits at undergraduate level in the country are to be reserved for students’ participation on outreach actions” (Lei n. 10.172, 2001, own translation).	It is necessary to recognize this as an achievement by Forproex, since it is one of the first among the 12 actions considered necessary to redefine the public policies aimed at supporting and fomenting these actions. It should also be noted this inclusion into PNE forced institutions not only to rethink their curriculums, but also revise their conception of the inseparability of outreach.
Period	Directions	Outreach model	Authors’ views/analyses
2002-2020	PNE is updated for the period 2011-2010, Projeto de Lei n. 8.035 - B/2010, Lei Ordinária n. 13.005 (2014).	Reference to the form of programs and projects and the connection of activities with the areas of social pertinence (Lei n. 10.172, 2001).	For Machado (2019Machado, K. A. (2019). Formação docente e extensão universitária: Tessituras entre concepções, sentidos e construções [Tese de doutorado]. Universidade de Brasília, Programa de Pós-Graduação em Educação.), this plan points to the offer of outreach courses with academic characteristics, excelling in continuing education.
2002-2020	Resolução n. 7 (2018) Conselho Nacional Educação [National Board of Education] (CNE) / Câmara de Educação Superior [Chamber of Higher Education] (CES), which sets the Guidelines for Outreach in Brazilian Higher Education and regulates on the provisions of Goal 12.7 of Lei n. 13.005 (2014).	In Projeto de Lei n. 8.035/2010, among the strategies for higher education, 10% of curriculum credits are secured. This proposition indicates a curriculum-based outreach model, which consists in ensuring its inclusion into the pedagogical plan of courses; efforts are made to consolidate the goals agreed upon over Forproex’s existence - the National Policy on University Outreach. The concept of and guidelines on outreach are updated.	The meaning given by Ribeiro (2019Ribeiro, R. M. C. (2019). As bases institucionais da política de extensão universitária: entendendo as propostas de universidades federais nos planos de desenvolvimento institucional. Revista Internacional de Educação Superior, 5, Artigo e019021. https://doi.org/10.20396/riesup.v5i0.8652870 https://doi.org/10.20396/riesup.v5i0.865... ) is that policy on university outreach refers back to the fulfilment of the social and educational function of higher education. By its theoretical-practical nature, it enables a participatory and dialogical form. Thus, “granting curriculum credits becomes a wide curriculum flexibilization process” (Nogueira, 2005Nogueira, M. D. P. (2005). Políticas de extensão universitária brasileira. UFMG., p. 45, own translation). For its framework, he conceives outreach in the curriculum, beyond the idea of a mere squeeze-in, since it is connected with research and therefore part of the knowledge building process. Points to note: the political-educational conception that precedes the term. Introduction of the expressions “higher education institution, knowledge production and application”.

Diretrizes curriculares nacionais (DCN)
Resolução n. 2, de 1º de julho de 2015 DCN on Initial and Continuing Education at the Tertiary Level for Basic Education Teachers	Resolução n. 2, de 20 de dezembro de 2019 BNC-Teacher education	Resolução n. 1, de 27 de outubro de 2020 BNC-Continuing Education - (2020, pp. 1-72)
“Teacher education must ensure the national common base, guided by the conception of education as an emancipatory and permanent process, and by the recognition of the specific nature of teaching, which leads to praxis as an expression of the connection between theory and practice and to the necessary consideration of the reality of basic education institutions’ environments and of the profession” (Resolução n. 2, 2015, p. 5, own translation). It leads the graduate “to pedagogical dynamics that contribute to professional practice and the teacher’s development through a broad view of the education process, its different paces, times and spaces, in relation to the psychosocial, historic-cultural, affective, relational and interactional dimensions that pervade the pedagogical action, enabling critical thinking, problem-solving, collective and interdisciplinary work, creativity, innovation, leadership, and autonomy” (Resolução n. 2, 2015, p. 6, own translation).	“The connection between theory and practice for teacher education, based on scientific and didactical knowledge, including the inseparability between teaching, research and outreach, in order to ensure the development of students” (Resolução n. 2, 2019, p. 3, own translation). “One of the main guiding marks: using the times and spaces of practice in the areas of knowledge, in the subject matters or in the fields of experience to materialize the commitment to innovative methodologies and interdisciplinary projects, curriculum flexibilization, the construction of educational paths, and students’ life project” (Resolução n. 2, 2019, p. 4, own translation).	“To ensure the connection between the different continuing education courses and programs and to overcome the fragmentation and absence of connection between different types of knowledge, it is recommended that higher education institutions [HEI] create institutes/integrated units for teacher education whose faculty include not only the institution’s members but also experienced teachers from the school system, thus creating an organic, contextualized bridge between higher education and basic education” (Resolução n. 1, 2020, p. 6, own translation).

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[1] Translated by Fernando Effori de Mello^III