EXPERIENCE OF EXTENSION IN THE PEDAGOGY COURSE

Abstract

This article analyzes the extension curricular insertion policy, in the context of practice, from the experience of an extension curricular component, in the discipline format, in the scope of the pedagogy course, offered in the evening period, in a state public university. Used in this study, the approach to the policy cycle, proposed by Stephen Ball (Mainardes, 2016) in the perspective of understanding the context of practice. The experience in the format of an extension curricular component, organized around the content of basic education policies, provides extension workers with didactic experiences in the direction of the strategies of early childhood education policies, giving rise to literacy. Highlighting student protagonism in planning and carrying out dialogue processes with the external community, thus contributing to elevate the student's sense of social responsibility and commitment to the transformation of reality. Expanding experience in discipline format imposes restrictions on the interdisciplinary principle, to the extent that it is dated in specific theoretical contents and makes activities lightened and, given the limit of the workload, with a low perspective of continuity.