EXTENSION CURRICULARIZATION: REFLECTIONS AND CHALLENGES

Abstract

This study aimed to analyze, from a theoretical and reflective perspective, the implementation of extension curricularization in Brazilian higher education, with emphasis on the challenges and opportunities for its consolidation as a central pedagogical practice. To achieve this purpose, the study specifically sought to identify the main regulatory frameworks and fundamental principles guiding extension curricularization in Brazil, as well as to discuss future challenges and perspectives, considering methodological, technological, and evaluative aspects. This qualitative and exploratory research was based on a bibliographic review of scientific articles, legislation, and institutional documents published between 2018 and 2025, including Resolution CNE/CES No. 7/2018 and Deliberation CEE No. 216/2023. Recent contributions regarding active methodologies, interdisciplinarity, multiprofessional collaboration, impact assessment, and the use of digital technologies applied to university extension activities were analyzed. The results indicate that, although normative and institutional advances have been achieved, the effectiveness of extension curricularization still faces obstacles related to faculty development, the adaptation of Pedagogical Course Projects (PPCs), institutional support, and the establishment of clear evaluation indicators. Furthermore, higher education institutions that structure extension curricularization through interdisciplinary projects aligned with the National Curriculum Guidelines (DCNs) tend to generate greater social impact. This study reinforces the need for further empirical investigations to better understand how this policy is being implemented in practice and how it can be improved to enhance its social and educational role.