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Our studies (CAMPANI, SILVA, PARENTE, 2018, CUNHA, 2005; SANTOS, 2008) have shown that, more than new information/communication technologies and active teaching-learning methodologies, pedagogical innovation in universities requires epistemological disruptions in construction and in relation to scientific knowledge. This process goes through reinventing intercultural experience sustained by a constructed epistemology designed and socially embodied by an extensive/inclusive curriculum (POPKEWITZ, 1997, HALL, 2001). The reinventing dimension of this process challenges university teaching to fulfill an important role of mediation, disruption and reinventing practices in formative processes. To broaden this discussion, this article aims to present an analysis of the contribution of university extension to innovative teaching from a research that we conducted with the group of coordinating teachers of the Nursing Extension Program at State University Vale do Acarau. Considering the university extension a theoretical-methodological way of knowledge production through the experience that allows the interface of the knowledge of the academic culture and the ones that integrate the university (BONDIA, 2002; SANTOS, 2000), this research, in its first analysis stage, identified that the extension experience contributes to an innovative process in university teaching because it stimulates the production of knowledge with social responsibility; challenges to create pedagogical strategies to include expectations; student discoveries and experiences; streamlines lesson planning; exercises and qualifies the listening and strengthens uncertainties, thus challenging university teaching to reinvent itself as a mediator for the strengthening of interculturality and inclusion of knowledge.

revista ibero-americana de estudos em educação

Contribuição da extensão para uma docência universitária inovadora: um estudo a partir do programa de ligas da enfermagem da Universidade Estadual Vale do Acaraú