PATHWAYS AND REFLECTIONS ON THE CURRICULARIZATION OF EXTENSION FOR IDENTIFICATION WITH TEACHING

Abstract

This study aims to present and reflect on the relationships established by students in a Bachelor's degree program in Chemistry with the extension activities developed in a curricular component. The approach involves the planning and execution of Science Thematic Workshops (OTC) focused on Basic Education. The data were organized from a qualitative perspective, seeking to understand the meanings of the experiences lived. The reports of these experiences were recorded in writing and subsequently analyzed using Content Analysis, allowing the identification of elements that contributed to the relationship with the school and to teaching practice. Throughout the period from 2022 to 2024, 66 academics participated in the activities and shared their experiences. The extension activities began in 2019, before the implementation of the extension curriculum at the University. After implementation, the activities took shape and became mandatory. For this work, we highlight the experiences from 2019 to 2024 with the implementation of the extension curriculum in the course. Currently, they have been expanded to other disciplines and have enabled the creation of an extension project. This paper will present the theories that guided the development of the activities, the preparation and organization of the workshops by the academics, and the reflections after the development of the actions. The analysis of the data allowed us to understand that these initiatives helped future teachers become familiar with teaching from the early years of their initial training, strengthened the relationship between the university and the school, as well as between teachers and students, and contributed to the integration of scientific and popular knowledge through the contextualization of different themes.