A curricularização da extensão nas instituições de educação superior como contexto formativo de professores de e que ensinam Matemática

Abstract

University extension is relevant as a formative dimension by articulating scientific knowledge, social demands, and experiences developed in different contexts. This article aims to document, systematize, and deepen the debates held within the thematic strand “The Curricularization of University Extension as a Formative Context for Teachers Who Teach Mathematics,” highlighting understandings, challenges, and possibilities of this formative policy for the initial education of teachers who teach Mathematics in Rio Grande do Sul, Brazil. The study draws on records of discussions held by participants in this strand during the 2026 Regional Forum on the Initial Education of Teachers Who Teach Mathematics in the state. The results indicate that the curricularization of university extension constitutes a significant formative context for teachers who teach Mathematics, fostering critical and socially grounded teacher education, while also involving institutional challenges related to developing extension-oriented cultures, curricular articulation, and university–school collaboration.