The integration of extension activities into the curriculum as a strategy for scientific outreach

Abstract

This article analyzes the Curricularization of Extension as a strategy for Science Dissemination, arguing that, when carried out through extension activities, it surpasses a mere curricular requirement and becomes a transformative mechanism in teacher and scientist training. Using a qualitative case study approach grounded in pedagogical frameworks, the study examines the formative impact of these practices on university students. Results show that extension activities act as intensive laboratories for key skills: students engage in didactic transposition (Chevallard), develop socio-emotional competencies (Goleman) aligned with the BNCC, and benefit from immediate feedback cycles that foster “reflection-in-action” (Schön). The originality of this study lies in linking training theory with extension practice, presenting extension as a strategic curricular platform for preparing reflective, empathetic, and communicatively competent professionals. Future research should include longitudinal studies to assess long-term impacts on graduates’ professional practice, reinforcing evidence of the transformative value of Extension for Science dissemination.