Abstracts
Introduction
University extension can be a vehicle for social change and aid in the education of university students; however, it is important to study how it is inserted in university programs so that educational actions and policies can be planned more adequately.
Objectives
To study the insertion of extension activities in undergraduate physical therapy curricula in Brazilian federal universities.
Method
Documentary research conducted by accessing files available on the Internet. Data were analyzed quantitatively in the form of numbers and percentages. We examined documents from 22 of the 29 federal universities that offered physical therapy programs.
Results
University extension takes the form of complementary academic activities together with other options such as participating in conferences, specific training courses and working as a teaching assistant. Undergraduate physical therapy courses have a 4,000h to 4,925h course load, of which 0.72% to 8.9% are dedicated to extension activities.
Conclusion
The data indicate that the insertion of extension activities in undergraduate physical therapy programs offered by Brazilian federal universities needs to be reassessed according to recommended policies and guidelines.
Community-institutional relations; Higher education; Physical Therapy
Introdução
A Extensão Universitária pode ser um veículo de modificação social e de aprendizado para os acadêmicos; portanto, o estudo de sua inserção nos cursos pode contribuir para o planejamento de ações e políticas educacionais.
Objetivo
Estudar a inserção de atividades de Extensão Universitária nos currículos dos cursos de graduação em Fisioterapia das universidades federais brasileiras.
Método
Foi realizada uma pesquisa documental, buscando arquivos disponibilizados na internet. Os dados foram analisados quantitativamente por meio de números brutos e porcentagens. Estudou-se documentos de 22 das 29 universidades federais que oferecem cursos de Fisioterapia.
Resultados
Verificou-se que as atividades de extensão são inseridas na forma de atividades acadêmicas complementares, em conjunto com atividades como participação em congressos, monitorias e cursos de aperfeiçoamento. A carga horária total dos cursos de graduação em Fisioterapia varia de 4.000h a 4.925h, e a porcentagem aproveitada para a extensão varia de 0,72% a 8,98%.
Conclusão
Os dados mostram que a inserção da extensão nos cursos federais de Fisioterapia necessita ser repensada segundo as políticas e diretrizes preconizadas.
Relações comunidade-instituição; Educação superior; Fisioterapia
Introduction
University extension first emerged in England in 1871. At that time, the first
extension actions consisted of refresher and development courses for workers and
professionals from other segments. England’s pioneer experience spread throughout
Europe and to the United States, which in the early 1920s added a program aimed at
“meeting the specific needs of the manufacturing sector” to university extension
activities. This very successful program provided technical assistance to
agriculture activities (11 Paula JA. A Extensão Universitária e a sociedade contemporânea.
Boletim UFMG. 2010 30 ago [cited 2015 Feb 10];36(1708). Available from:
https://www.ufmg.br/boletim/bol1708/2.shtml
https://www.ufmg.br/boletim/bol1708/2.sh...
).
In Brazil, extension emerged unassociated with social needs, based on academic proposals and unrelated to social demands (22 Cruz RS, dos Santos PDR, Souza AMSA, Lima JC, Santos MCS, de Jesus NA, et al. Extensão Universitária: um caso de ação voltada ao desenvolvimento social em saúde. CGHS. 2013;1(16):127-34.). The term first appeared in the Brazilian law in 1931, in the Statute of Brazilian Universities (Decree-Law No. 19.851, 1931) (33 Fórum de Pró-Reitores de Extensão das Universidades Públicas Brasileiras. Indissociabilidade ensino–pesquisa–extensão e a flexibilização curricular: uma visão da extensão. Porto Alegre: UFRGS; Brasília: MEC/SESu; 2006.), later reappearing in the Law of Directives and Bases of Education, 5.540/68. Its trajectory peaked in the 1960s with the creation of actions such as rural training and community action centers (CRUTACs) and Project Rondon’s initial operations (44 Arroyo DMP, Rocha MSPML. Meta-avaliação de uma Extensão Universitária: Estudo de caso. Avaliação (Campinas). 2010;15(2):131-57.). In addition, the National Student Union (UNE), on the occasion of the National Seminar on University Reform, drafted the Bahia Declaration. This manifesto documented the main resolutions agreed upon at the event, among which was the determination that universities would become open to the community through extension and community services (55 Mendonça AWPC. A universidade no Brasil. Rev Bras Educ. 2000;(14):131-94.).
The social context in Brazil at the end of the 1980s, marked by events such as the campaign for direct elections (Diretas Já, in 1984), the promulgation of the Federal Constitution (1988) and the implementation of direct elections (1989), promoted an approximation among university, society and citizenship. This backdrop promoted a setting of academic unrest regarding the role of university extension, and in 1987, the Brazilian Public Universities Extension Pro-Rectors Forum (FORPROEX) was created. With this forum, the concept of university extension was revisited and expanded. It was no longer just a set of activities such as courses and services made available to the community, but more directed at educational, cultural and scientific characteristics, based on the interface between universities and community (33 Fórum de Pró-Reitores de Extensão das Universidades Públicas Brasileiras. Indissociabilidade ensino–pesquisa–extensão e a flexibilização curricular: uma visão da extensão. Porto Alegre: UFRGS; Brasília: MEC/SESu; 2006.).
According to the FORPROEX, university extension is considered “an interdisciplinary,
educational, cultural, scientific and political process that promotes transformative
interaction between universities and other sectors of society” (66 Fórum de Pró-Reitores de Extensão das Universidades Públicas
Brasileiras. Política nacional de Extensão Universitária. Manaus: FORPROEX; 2012
[cited 2015 Feb 10]. Available from:
http://www.renex.org.br/documentos/2012-07-13-Politica-Nacional-de-Extensao.pdf
http://www.renex.org.br/documentos/2012-...
). Extension activities must also walk hand in
hand with teaching and research, as set forth by article 207 of the Brazilian
Federal Constitution. The following guidelines were implemented for extension
activities: Interdisciplinarity and interprofessionality, indissolubility of
teaching – research – extension, impact on student training, and impact on social
transformation. Such guidelines help Brazilian higher education institutions create
and implement extension actions (77 Marães VRFS, Martins EF, Cipriano Junior G, Acevedo AC, Pinho DLM.
Projeto pedagógico do curso de Fisioterapia da Universidade de Brasília.
Fisioter Mov. 2010;23(2):311-21.).
Special emphasis must be given to the indissolubility of research, teaching and extension, the impact of extension on student training and how it can provide an innovative learning setting for students. These conditions provide students with the opportunity to integrate formal and informal learning through contact with the community, an experience that enriches their theoretical and practical professional arsenal. Furthermore, proximity with the community and other professionals gives them access to an appropriate learning environment that lends itself to multi-professional and interdisciplinary work (77 Marães VRFS, Martins EF, Cipriano Junior G, Acevedo AC, Pinho DLM. Projeto pedagógico do curso de Fisioterapia da Universidade de Brasília. Fisioter Mov. 2010;23(2):311-21.). This proposal is in line with the need for health professionals to be trained within a multi-professional framework, integrated into a team, sharing knowledge from their field and coming into contact with that of others (88 Ferreira RC, Varga CRR, Silva RF. Trabalho em equipe multiprofissional: a perspectiva dos residentes médicos em saúde da família. Ciênc Saúde Coletiva. 2009; 14(Sup. 1):1421-8.).
University extension in academia occurs in several different forms: 1) Programs (an
articulated set of at least two projects and other extension activities, such as
courses, events, services, etc., of educational, social, cultural, scientific or
technological nature, developed as an ongoing process which integrates teaching and
research); 2) Projects (educational, social, cultural, scientific or technological
actions integrating teaching and research, encompassing courses, events and
services, affiliated or not affiliated to a program); 3) Courses (educational
actions of theoretical and/or practical nature, on-campus or online, planned and
organized systematically and with an 8-hour minimum course load, defined assessment
criteria and certification, which abide by the precepts of extension); 4) Events
(public presentations and/or exhibits open to the general or a specific public,
consisting of a cultural, artistic, sporting, scientific/academic or technology
product that was developed, conserved or recognized by the university); and 5)
Service provision (the study and solution of problems by professional or social
means, such as the development of new educational and research approaches and
knowledge and/or technology transfer to society, conducted by professors/technicians
together with students committed to the University’s political project) (99 Universidade Federal de Minas Gerais – UFMG. Pró--Reitoria de
Extensão. Manual do SIEX. Belo Horizonte: UFMG; 2012 [cited 2015 Feb 10].
Available from:
https://www2.ufmg.br/proex/content/download/329/2021/version/1/file/Manual+do+Siex.pdf
https://www2.ufmg.br/proex/content/downl...
). The FORPROEX provides another, more
summarized definition of service provision, namely, “work offered by Higher
Education Institutions or outsourced providers (community, companies, public bodies,
etc.). Furthermore, its process and product must be intangible and inseparable, not
resulting in the acquisition of goods” (1010 Fórum de Pró-Reitores de Extensão das Universidades Públicas
Brasileiras. Extensão universitária: organização e sistematização. Belo
Horizonte: Coopmed; 2007.).
Some programs in the field of health, including physical therapy (1515 Signorelli MC, Israel VL, Corrêa CL, Motter AA, Takeda SYM, Gomes ARS. Um projeto político-pedagógico de graduação em Fisioterapia pautado em três eixos curriculares. Fisioter Mov. 2010;23(2):331-40.), have made efforts to change their curricula in order to satisfy broader criteria for teaching, research and extension activities (1111 Lima VV, Komatsu RS, Padilha RQ. Desafios ao desenvolvimento de um currículo inovador: a experiência da Faculdade de Medicina de Marília. Interface (Botucatu). 2003;7(12):175-84., 1212 Renovato RD, Bagnato MHS, Lourdes Missio L, Bassinello GAH. As identidades dos enfermeiros em cenários de mudanças curriculares no ensino da enfermagem. Trab Educ Saúde. 2009;7(2):231-48., 1313 Toassi RFC, Davoglio RS, Lemos VMA. Integração ensino-serviço-comunidade: o estágio na atenção básica da graduação em Odontologia. Educ Rev. 2012; 28(4):223-42., 1414 Trenche MCB, Barzaghi L, Pupo AC. Mudança curricular: construção de um novo projeto pedagógico de formação na área da Fonoaudiologia. Interface (Botucatu). 2008;12(27):697-711.). It is worth clarifying that university extension can help make curricula more flexible, a process that is not in line with the current predominant pedagogical concept in Brazil, which is based on a fixed curricular structure. Thus, extension activities expand the concept of a curriculum, defined as a set of academic knowledge experiences made available to students (33 Fórum de Pró-Reitores de Extensão das Universidades Públicas Brasileiras. Indissociabilidade ensino–pesquisa–extensão e a flexibilização curricular: uma visão da extensão. Porto Alegre: UFRGS; Brasília: MEC/SESu; 2006., 1616 Santos AP, Lima AA, Carrillo MRGG, Bortolini NGS. Extensão: uma ferramenta para a flexibilização curricular e a construção social do conhecimento. Avaliação (Campinas). 2005;10(3):93-104.).
Successful extension experiences in the field of physical therapy have been reported
by the literature in several areas, such as in work with older adults (1717 Berlezi EM, Eickhoff HM, de Oliveira KR, Dallepiane LB, Perlini
NMOG, Mafalda A, et al. Programa de atenção ao idoso: relato de um modelo
assistencial. Texto Contexto – Enferm. 2011;20(2):368-70., 1818 Oliveira TVC, Santos Júnior L, Fontes PA, de Almeida RD, Cândido
EAF. Fisioterapia no idoso da comunidade: relação transformadora entre
universidade e sociedade através da extensão, articulando ensino e pesquisa.
Scire Salut. 2011;1(2):5-14.),
pregnant women (1919 Strassburger SZ, Dreher DZ. A fisioterapia na atenção a gestantes e
familiares: relato de um grupo de extenção universitária. Sci Med.
2006;16(1):23-6.), health education (2020 Arrais R, Hildegardes M, Pessoa IMBS, Coelho CC. Educando para a
saúde: uma atuação da fisioterapia na extensão universitária. Vivências.
2009;5(8): 107-11.), and home care (2121 Torres CKD, Estrela JFM, Ribeiro KSQS. Contribuição da educação
popular no atendimento fisioterapêutico domiciliar. Ciênc Saúde Coletiva.
2009;14(5):1877-9.). Programs in the field of health are a fertile ground for
extension activities and a place for improving professional training (2222 Brêtas J, Pereira S. Projeto de Extensão Universitária: um espaço
para formação profissional e promoção da saúde. Trab Educ Saúde.
2007;5(2):317-27., 2323 Tavares DMDS, Simões ALA, Dal Poggetto MT, da Silva SR. The
interface of teaching, research and extension in undergraduate courses in
health. Rev Latino-Am Enfermagem. 2007;15(6):1080-5.).
As a discipline within the health field, physical therapy also presents this
possibility, and several programs have structured their curricula around teaching,
research and extension (77 Marães VRFS, Martins EF, Cipriano Junior G, Acevedo AC, Pinho DLM.
Projeto pedagógico do curso de Fisioterapia da Universidade de Brasília.
Fisioter Mov. 2010;23(2):311-21., 1515 Signorelli MC, Israel VL, Corrêa CL, Motter AA, Takeda SYM, Gomes
ARS. Um projeto político-pedagógico de graduação em Fisioterapia pautado em três
eixos curriculares. Fisioter Mov. 2010;23(2):331-40.). This should be the overall trend, as
article 8 of the National Curricular Guidelines (DCNs) established by the Brazilian
Ministry of Education (MEC) states that extension programs must be implemented in
physical therapy courses as mechanisms for making use of knowledge acquired by
students (2525 Brasil. Ministério da Educação. Resolução CNE/CES n. 4, de 19 de
fevereiro de 2002. Institui Diretrizes Curriculares Nacionais do Curso de
Graduação em Fisioterapia. Brasília; 2002 [cited 2015 Feb 10]. Available from:
http://portal.mec.gov.br/cne/arquivos/pdf/CES042002.pdf
http://portal.mec.gov.br/cne/arquivos/pd...
).
In this context, the study of extension activities and how they are included in undergraduate physical therapy curricula offered by Brazilian federal universities can contribute by revealing the academic interface between physical therapy teaching and university extension. By establishing this panorama, such studies can help guide educational measures, policies and programs that seek to adjust physical therapy programs to the MEC standards. Moreover, physical therapy is by nature a discipline that is strongly characterized by specialized rehabilitation processes and that is closely associated with healthcare technology and equipment. However, it is also an occupation in which there is great proximity and intense relationships with patients or persons being cared for. Such characteristics make it easier to establish an environment that favors university extension, as it brings together two important actors in this scenario, students and the community.
Extension activities can be a vehicle for changing the profile of physical
therapists, in that they require that these professionals put academic knowledge in
practice in an environment where they are in close contact with the social reality
of patients. It also provides a work or interaction situation marked by
technological simplicity, requiring that their interventions be creative and that
students adjust to the social context of patients (2626 Ribeiro KSQS. Fisioterapia na comunidade: a possibilidade de
mudanças na formação acadêmica a partir de um projeto de extensão. In: Melo Neto
JF, editor. Extensão Universitária: diálogos populares [internet]. 2002 [cited
2015 Feb 10]. Available from:
http://www.prac.ufpb.br/copac/extelar/producao_academica/livros/pa_l_2002_extensao_dialogos_populares.pdf
http://www.prac.ufpb.br/copac/extelar/pr...
). In light of the above, the objective of this study was to examine
the insertion of university extension activities in the curricula of undergraduate
physical therapy programs offered by Brazilian federal universities.
Method
This was a documentary study that analyzed the curricular structure of undergraduate physical therapy programs offered by Brazilian universities currently in activity throughout the country and whose classification is available on the Ministry of Education’s e-MEC platform (accessed by the internet site emec.mec.gov.br), the search was conducted between March and April 2013.
We examined all records of student academic extension activities (pedagogical projects, rules of procedure, statutes and others) available online relative to physical therapy programs offered by federal universities. Data were analyzed quantitatively in the form of numbers and percentages.
At the time of the study, there were 29 federal universities with physical therapy programs distributed throughout Brazil, as illustrated in Table 1.
Results
Of the 29 federal institutions that offered physical therapy programs and that were classified by the MEC, seven (UFES, UFMG, UFJF, UFBA, UFG, IFRJ and UFRJ) did not present documentation proving or standardizing extension activities on the Internet. Table 2 lists the 22 institutions that did have such documents available and show how extension activities were included in their curricula.
Figure 1 below illustrates the percentage distribution of hours of recommended complementary activities compared to the total course load for each of the investigated programs.
Percentage distribution of recommended complementary activities in hours compared to the total course load in hours, including university extension activities, by institution
Discussion
The vast majority of physical therapy programs offered by the studied institutions
provided students with extension experiences and opportunities, as established by
curricular guidelines (DCNs) (2525 Brasil. Ministério da Educação. Resolução CNE/CES n. 4, de 19 de
fevereiro de 2002. Institui Diretrizes Curriculares Nacionais do Curso de
Graduação em Fisioterapia. Brasília; 2002 [cited 2015 Feb 10]. Available from:
http://portal.mec.gov.br/cne/arquivos/pdf/CES042002.pdf
http://portal.mec.gov.br/cne/arquivos/pd...
). However,
they were offered as complementary activities, which students can choose whether or
not to take. According to resolution no. 492/2001 of the Brazilian National
Education Council/Higher Education Chamber (CNE/CES), the intention of complementary
activities is to promote a relationship between students and their social, economic
and cultural reality, as well as with research and teaching initiation. They take up
a flexible number of hours per week and students can decide how much time to
dedicate to such activities during the semester or school year (5050 Brasil. Lei 10.172, de 9 de janeiro de 2001. Aprova o Plano Nacional
de Educação e dá outras providências. Brasília; 2001 [cited 2015 Feb 10].
Available at: http://www.planalto.gov.br/ccivil_03/leis/leis_2001/l10172.htm
http://www.planalto.gov.br/ccivil_03/lei...
).
It is worth mentioning that the information gathered in this study does not concern
hours of required curricular internships. These are part of the main curriculum and
occupy 20% of the program’s total course load, in accordance with DCN guidelines
regarding supervised professional practice (5151 Brasil. Ministério da Educação. Parecer CNE/CES n. 492, de 4 de
julho de 2001. Institui as diretrizes Curriculares Nacionais dos cursos de
Filosofia, História, Geografia, Serviço Social, Comunicação Social, Ciências
Sociais, Letras, Biblioteconomia, Arquivologia e Museologia. Brasília; 2001
[cited 2015 Feb 10]. Available from:
http://portal.mec.gov.br/cne/arquivos/pdf/CES0492.pdf
http://portal.mec.gov.br/cne/arquivos/pd...
). We bring attention to the fact that extracurricular internships
that do not provide proper supervision or are not affiliated to a teaching
institution represent a blatant violation of the legal framework established by the
Brazilian Federal Council of Physical Therapy and Occupational Therapy (COFFITO)
(5353 Brasil. Ministério da Educação. Resolução CNE/CES n. 4, de 6 de
abril de 2009. Dispõe sobre carga horária mínima e procedimentos relativos à
integralização e duração dos cursos de graduação em Biomedicina, Ciências
Biológicas, Educação Física, Enfermagem, Farmácia, Fisioterapia, Fonoaudiologia,
Nutrição e Terapia Ocupacional, bacharelados, na modalidade presencial.
Brasília; 2009 [cited 2015 Feb 10]. Available from:
http://portal.mec.gov.br/dmdocuments/rces004_09.pdf
http://portal.mec.gov.br/dmdocuments/rce...
).
The DCNs for physical therapy programs recommend the following complementary
activities: teaching assistance jobs and internships, scientific initiation
programs, extension programs, complementary studies, and courses conducted in
related fields (5151 Brasil. Ministério da Educação. Parecer CNE/CES n. 492, de 4 de
julho de 2001. Institui as diretrizes Curriculares Nacionais dos cursos de
Filosofia, História, Geografia, Serviço Social, Comunicação Social, Ciências
Sociais, Letras, Biblioteconomia, Arquivologia e Museologia. Brasília; 2001
[cited 2015 Feb 10]. Available from:
http://portal.mec.gov.br/cne/arquivos/pdf/CES0492.pdf
http://portal.mec.gov.br/cne/arquivos/pd...
). These guidelines are
complemented by Resolution 4/2009 of the National Education Council (CNE) (5353 Brasil. Ministério da Educação. Resolução CNE/CES n. 4, de 6 de
abril de 2009. Dispõe sobre carga horária mínima e procedimentos relativos à
integralização e duração dos cursos de graduação em Biomedicina, Ciências
Biológicas, Educação Física, Enfermagem, Farmácia, Fisioterapia, Fonoaudiologia,
Nutrição e Terapia Ocupacional, bacharelados, na modalidade presencial.
Brasília; 2009 [cited 2015 Feb 10]. Available from:
http://portal.mec.gov.br/dmdocuments/rces004_09.pdf
http://portal.mec.gov.br/dmdocuments/rce...
), which establishes a minimum total course
load of 4,000 hours (60-minute hours) (5353 Brasil. Ministério da Educação. Resolução CNE/CES n. 4, de 6 de
abril de 2009. Dispõe sobre carga horária mínima e procedimentos relativos à
integralização e duração dos cursos de graduação em Biomedicina, Ciências
Biológicas, Educação Física, Enfermagem, Farmácia, Fisioterapia, Fonoaudiologia,
Nutrição e Terapia Ocupacional, bacharelados, na modalidade presencial.
Brasília; 2009 [cited 2015 Feb 10]. Available from:
http://portal.mec.gov.br/dmdocuments/rces004_09.pdf
http://portal.mec.gov.br/dmdocuments/rce...
).
According to the data gathered in this study, all institutions abided by CNE
recommendations and many went beyond the minimum hour requirement, following COFFITO
guidelines that suggest a total course load of at least 4,500 hours (information
available at www.coffito.org.br).
Figure 1 demonstrates that the percentage of
hours of complementary activities with respect to total course load varied
considerably. We found institutions that did not standardize their required academic
or extension activities and one that recommended that they occupy nearly 9% of total
course load (2525 Brasil. Ministério da Educação. Resolução CNE/CES n. 4, de 19 de
fevereiro de 2002. Institui Diretrizes Curriculares Nacionais do Curso de
Graduação em Fisioterapia. Brasília; 2002 [cited 2015 Feb 10]. Available from:
http://portal.mec.gov.br/cne/arquivos/pdf/CES042002.pdf
http://portal.mec.gov.br/cne/arquivos/pd...
). The latter came very close
to the 10% target established by the Brazilian National Education Plan (PNE) (5454 Brasil. Lei 13.005, de 25 de junho de 2014. Aprova o Plano Nacional
de Educação – PNE e dá outras providências. Brasília; 2014 [cited 2015 Feb 10].
Available from:
http://www2.camara.leg.br/legin/fed/lei/2014/lei-13005-25-junho-2014-778970-publicacaooriginal-144468-pl.html
http://www2.camara.leg.br/legin/fed/lei/...
) for extension activities in undergraduate
programs, sanctioned in June 2014. The autonomy of universities in determining
internship and complementary activity workload has had a negative impact on
extension activities. With so much emphasis on internships, extension activities end
up representing a very small portion of the program’s course load. This situation
can lead students to experience few hours of extension activities during their
undergraduate studies, as complementary activities represent a low percentage of
their total workload.
Furthermore, complementary activities encompass a great variety of options, such as participating in events inside and outside the university (academic weeks, conferences, seminars, talks, conventions, cultural activities, taking extension and/or academic and professional development courses), scientific initiation and teaching assistant jobs (information available at portal.mec.gov.br). However, academic activities cannot be limited to the possibilities presented by the MEC.
The University of Santa Catarina (UFSC), for instance, presents the following complementary activities: taking on teaching assistant jobs and tutoring online courses; participating in extension activities, institutional research and projects; participating in extension projects or activities; participating in scientific events (conferences, seminars, conventions or other events of short or long duration); attending dissertation or thesis defenses; attending end-of-course paper presentations; conducting technical visits; publishing scientific articles; presenting academic work at scientific events; completing extracurricular internships; participating in social projects and being active in a student representative body (information available at http://fisio.ufsc.br/regulamento-de-atividades-complementares/).
In addition to other activities already mentioned, another higher education institution, UFRN, offers participation in research groups; research initiation scholarships; authoring and co-authoring book chapters; being awarded at scientific events, and acting as a representative in university bodies (information available at http://fisio.ufsc.br/regulamento-de-atividades-complementares/). Thus, students can complete their academic course load in areas not exclusively related to extension. If a student publishes an article, works as a teaching assistant, and presents a paper in a scientific event, he or she can complete the total hours of required complementary activities without having participated in any continuous extension activity, such as an extension project or program in association with their course work. Therefore, such flexibility and the great variety of possible academic activities can be a limiting factor to extension experiences in undergraduate programs, in that students can seek out and prioritize activities that are not related to extension in order to complete their required course load of complementary academic activities.
An attempt to reduce the impact of such factors in the scope of complementary
activities can be verified in the UFSC’s political and pedagogical project for their
physical therapy program. The project divides complementary activities into five
groups (I – Teaching and research initiation activities; II – Conferences, seminars,
conventions and other assisted activities; III – Publishing and presenting academic
work at scientific events; IV – Complementary professional experience; V –
Complementary training courses) and students are required to register for at least
three of them (3939 Universidade Federal de Santa Catarina – UFSC. Centro de Ciências
Biológicas e da Saúde. Projeto Político Pedagógico do Curso de Bacharelado em
Fisioterapia – Campus Araranguá. Florianópolis; 2010 [cited 2015 Feb 10].
Available from:
http://fisio.ufsc.br/files/2012/04/PPP-DE-FISIOTERAPIA-versão-IIc.pdf
http://fisio.ufsc.br/files/2012/04/PPP-D...
). This model is an
interesting solution, as it increases the variety of academic activities carried out
by students and guarantees that they do not complete their required course load only
within two groups. However, even this proposal does not ensure participation in
extension activities, it only increases such chances.
Another point we would like to highlight is that 10% of the total required course
load for completing physical therapy programs is assigned to extension activities,
as established by the PNE and Law 13.005, 2014 (5454 Brasil. Lei 13.005, de 25 de junho de 2014. Aprova o Plano Nacional
de Educação – PNE e dá outras providências. Brasília; 2014 [cited 2015 Feb 10].
Available from:
http://www2.camara.leg.br/legin/fed/lei/2014/lei-13005-25-junho-2014-778970-publicacaooriginal-144468-pl.html
http://www2.camara.leg.br/legin/fed/lei/...
). Clearly, this requirement was not met by the universities in the
present study.
Our purpose with this research is to make extension activities mandatory for all
undergraduate students, with a minimum course load to be established according to
the program’s total course load. A second alternative proposal would be to include
required practical courses that work extension activities into a program’s
curricular structure. Some institutions have adopted this measure, offering specific
extension classes, such as “Cultural and Extension Activities”, an elective
discipline offered by the University of São Paulo (5555 Universidade de São Paulo – USP. Conselho de Graduação e Conselho de
Cultura e Extensão. Resolução 4738, de 22 de fevereiro de 2000. Institui a
disciplina optativa “Atividades de Cultura e Extensão”, nos currículos dos
cursos de graduação da USP. São Paulo; 2000 [cited 2015 Feb 10]. Available from:
http://www.leginf.usp.br/?resolucao=resolucao-cog-e-cocex-no-4738-de-22-de-fevereiro-de-2000
http://www.leginf.usp.br/?resolucao=reso...
); “Extension Practice”, a required class in UFSC’s Oceanography
program (information available at
http://oceanografia.ufsc.br/curriculo-do-curso/ementas-das-disciplinas/); “Extension
in Geography”, required by UnB’s department of Geography; “Community Extension I”,
an extracurricular class in Unicamp’s undergraduate program (available at
http://www.dac.unicamp.br/sistemas/horarios/grad/G1S0/EX001.htm), and “Fundamentals
and Methodology of University Extension”, an optional part of the Pharmacy program
offered by UNESP-Araraquara (available at www2.fcfar.unesp.br). Through such
measures, extension activities would become a guaranteed part of students’ academic
life and PNE guidelines would be respected.
The proposals presented above are based on the principle of the indissolubility of research, extension and teaching, as established in the Brazilian constitution of 1988 (5656 Brasil. Constituição da República Federativa do Brasil. Brasília; 1988.). This principle would guarantee the integration of the knowledge held by the community and that of science, as well as interrelate research, teaching and extension (5757 Moita FMGSC, Andrade FCB. Ensino-pesquisa-extensão: um exercício de indissociabilidade na pós-graduação. Rev Bras Educ. 2009;14(41):269-80.). Thus, it is expected that every undergraduate student participate in learning, research and extension activities throughout their studies. However, it is well known that research occupies a preponderant role compared to other activities, considering that it is often the framework for extension and teaching. Therefore, professors teach and students learn by conducting research; and services are also provided based on research activities (5858 Severino AJ. Educação e universidade: conhecimento e construção da cidadania. Interface (Botucatu). 2002; 6(10):117-24.). This trend has been fought by the FORPROEX, which has directed its efforts to reinforcing the need for curricular flexibility, offering the bases and directives to strengthen university in the Brazilian system of higher education (33 Fórum de Pró-Reitores de Extensão das Universidades Públicas Brasileiras. Indissociabilidade ensino–pesquisa–extensão e a flexibilização curricular: uma visão da extensão. Porto Alegre: UFRGS; Brasília: MEC/SESu; 2006.). The possibility of students completing their program without participating in extension activities violates these principles. Therefore, by making extension activities a required part of undergraduate programs together with research and teaching, the constitution will be upheld.
However, we must emphasize that making extension activities mandatory through classes or activities connected to extension projects or programs requires institutional planning and restructuring. An institution that proposes to assign 10% of its course load to extension activities will create a great demand for such activities and it will have to guarantee sufficient places for all students. Implementing a class on extension also requires careful planning and precautions to avoid that it becomes an isolated part of the program and so that students can get the most out of it. As discussed above, in order for any of the proposals presented here to be implemented successfully, the institutions must plan and prepare it appropriately. The correct planning and execution of proposals will help institutionalize such changes and in this way, they will become an integral part of the curricular structure.
Research activities are already a required part of physical therapy courses, as
expressed by article 12 of the DCNs, which establishes that “In order for students
to earn a bachelor’s degree in physical therapy, they must carry out a research
study under the guidance of an advisor” (2525 Brasil. Ministério da Educação. Resolução CNE/CES n. 4, de 19 de
fevereiro de 2002. Institui Diretrizes Curriculares Nacionais do Curso de
Graduação em Fisioterapia. Brasília; 2002 [cited 2015 Feb 10]. Available from:
http://portal.mec.gov.br/cne/arquivos/pdf/CES042002.pdf
http://portal.mec.gov.br/cne/arquivos/pd...
).
Therefore, research and teaching are already contemplated by force. However, this is
not the case of extension activities, for students can earn their degrees without
ever participating in one. This situation reinforces the need for extension
activities to a required part of undergraduate physical therapy programs, be they in
the form of complementary activities or even in the form of a class included in the
program’s curriculum, or some other strategy to this end. Moreover, in order to
ensure a more enriching experience for students, it is important that extension
actions be continuous and not relegated to one-time activities or to participating
in courses, events or service provision.
We emphasize that this is a documentary study and its results were based on material available online. This was its greatest limitation, as there might be other more recent documents with different content that are not digitally available. Furthermore, this research could have included data from community and private higher education institutions so as to establish a more comprehensive panorama of the insertion of extension activities in Brazilian undergraduate physical therapy programs. However, up to the present, there are no publications that approach this subject specifically. Furthermore, the investigation process adopted here can help guide other programs to revisit and debate the role and insertion of university extension in their curricular structures.
Conclusion
The insertion of university extension in undergraduate physical therapy programs takes the form of complementary activities, together with other options such as participating in conferences, working as a teaching assistant or taking development courses. As the workload of these activities is usually reduced, it would be interesting for students to participate in programs and projects. These have longer duration and offer more transformative opportunities due to their continuous, deeper and involving nature, thus helping to change the profile of the physical therapist. We highlight that in terms of percentages, none of the studied higher education institutions reached 10% of total course load assigned to extension activities, as recommended by the PNE.
We propose that a specific and required course load reserved specifically for extension activities be included in program curricula in the form of classes or supplementary curricular requisites (RCS). Students would register for such classes or RCS and complete the required course load by participating in extension programs and projects, such as will be done at the Federal University of Rio de Janeiro starting January 2014.
Universities can also come up with other proposals to guarantee the presence of extension activities in students’ curriculum and thus abide by the principle of indissolubility of teaching, research and extension in higher education, presented by the Brazilian constitution and proposed by the DCNs for physical therapy programs and by the PNE. However, in order for any proposal to be implemented, proper planning is required, one that allows for the curriculum to be adjusted and higher education institutions to be restructured in order to guarantee the necessary conditions for executing and institutionalizing such measures.
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Publication Dates
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Publication in this collection
Mar 2015
History
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Received
12 Mar 2014 -
Accepted
09 Oct 2014