Este estudo buscou descrever a história da construção da extensão universitária na Universidade Tecnológica Federal do Paraná - UTFPR, mais precisamente a partir de 1.968, ano em que a extensão passou a ser obrigatória nas instituições de ensino superior, por meio da Lei da Reforma Universitária de nº 5.540/68. A instituição então denominada Centro Federal de Educação Tecnológica do Paraná - CEFET-PR foi recentemente transformada em Universidade Tecnológica, porém, desde os seus primórdios realizava atividades com características extensionistas. O objetivo geral deste estudo foi pesquisar sobre o perfil da instituição e o desenvolvimento de suas ações extensionistas. Como seus objetivos giravam em torno da formação profissional, ficou caracterizada pela aproximação com o setor produtivo. Desta forma, o conceito de extensão caracterizou-se pela prestação de serviços. Para apresentar a função da extensão e sobre o relacionamento da universidade com a sociedade, buscaram-se os aportes teóricos de Fávero (1977), Rocha (1980), Gurgel (1986), Cunha (1988), Loureiro (1990), Durhan (1993), Fazenda (1993), Wolff (1993), Buarque (1994), Souza Santos (1996), Thiollent (2000), Botomé (2001), Faria (2001), Melo Neto (2001), Freire (2002), Toscano (2006), bem como, documentos do Fórum Nacional dos Pró-Reitores de Extensão das Universidades Públicas Brasileiras, principalmente o Plano Nacional de Extensão (2000/2001). Neste estudo, foi realizado um levantamento documental no Departamento de Documentação Histórica - DEDHIS e na Biblioteca da UTFPR, em busca de informações e ações de extensão realizadas pela universidade. A história da extensão na UTFPR a partir de 1968 foi registrada também, por meio de entrevistas com todos os diretores da instituição antes da transformação em universidade e os reitores, a partir de 2005. Constatou-se que nas gestões pesquisadas foram desenvolvidas inúmeras atividades de extensão, mesmo estas nem sempre serem entendidas como extensionistas. Identificou-se a preocupação da instituição no relacionamento com as empresas e, com isso, a conseqüente realização de atividades e projetos voltados para o setor produtivo sob a forma de prestação de serviços. Destaca-se o incentivo às atividades artístico-culturais na gestão compreendida entre 1972/1984; e a ênfase na pesquisa voltada a projetos tecnológicos na gestão de 1988/1992. A palavra “extensão” começa a aparecer com maior frequência a partir da segunda metade da década de noventa, assim como, a ênfase na prestação de serviços com o objetivo de arrecadação financeira. As atividades extensionistas ganham maior destaque a partir do ano 2.000 com as discussões sobre a transformação em universidade tecnológica, tanto que a instituição passa a fazer parte, em 2002, do FORPROEXT. Em 2005 ocorre a transformação de Centro Federal de Educação Tecnológica em Universidade Tecnológica Federal do Paraná. Devido à transformação, a UTFPR encontra-se em fase de construção de sua identidade, apresentando um projeto voltado ao ensino, à pesquisa e à extensão. Desta forma pretendeu-se com esta pesquisa, aprofundar e difundir o conceito de extensão da universidade, gerar a discussão sobre o seu papel e apresentar as ações extensionistas da UTFPR, promovendo assim a sua divulgação. / This study sought to describe the history of the university extension in the Federal University of Technology - Parana - UTFPR, more precisely from 1968, the year that the extension was made mandatory in the higher education institutions, by the Law of University Reform No. 5540/68. The institution then known as the Paraná Federal Center of Technological Education - CEFET-PR has been recently transformed into a University of Technology, however, since its early days because of its operational characteristics had extension as part of its activities. The aim of this study was to research the profile of the institution and the development of their extension activities. As Institutional goals revolved around training, was characterized by closer ties with the productive sector. Thus, the concept of extension was characterized by the provision of services. In order to present the aims of extension and the university relation with society, the following researchers were used Fávero (1977), Rocha (1980), Gurgel (1986), Cunha (1988), Loureiro (1990), Durhan (1993), Fazenda (1993), Wolff (1993), Buarque (1994), Souza Santos (1996), Thiollent (2000), Botomé (2001), Faria (2001), Melo Neto (2001), Freire (2002), Toscano (2006), as well as, documents of Fórum Nacional dos Pró-Reitores de Extensão das Universidades Públicas Brasileiras, mainly the Plano Nacional de Extensão (2000/2001). In this study, a documentary survey was made at the Department of Historical Documentation - DEDHIS and the Library of UTFPR in search of information and extension actions taken by the university. The history of the extent UTFPR from 1968 was also recorded through interviews with all directors of the institution before the transformation into a university and rectors from 2005. Among the university administration surveyed several extension activities were developed, although not always be understood as activities of extension. It was identified the institution concern for the relationship with companies and, therefore, the consequent make an effort of activities and projects for the productive sector in way of provision of services. Worth mentioning is the incentive the artistic and cultural activities in the management understood between 1972/1984, and the emphasis on research projects aimed at technology in the management of 1988/1992. The word "extension" begins to appear with increasing frequency from the second half of the nineties, as well as the emphasis on services with the aim of rising financial support. The extension activities earn higher consideration from the year 2000 with the discussions on the transformation into a university of technology, so that institution is a part, in 2002, the FORPROEXT. In 2005, take place the transformation of Centro Federal de Educação Tecnológica (Federal Center of Technological Education) into Universidade Tecnológica Federal do Paraná (Federal University of Technology – Paraná). Because of the conversion into a university, UTFPR is undergoing construction of its identity by presenting a project aimed at teaching, research and extension. It was projected with this research, strengthen and enlarge the concept of university extension, to generate discussion about their role and present the extension activities of UTFPR, thus promoting their dissemination.

Dr. John K. Friesen is a Canadian who, for over 50 years worked first in the field of adult education in Canada and then in population planning internationally. He gained prominence in his own country, considerable international stature and a reputation for his vision and capability. Friesen successfully used a democratic, cooperative approach in discovering and responding to community requirements in adult learning. This biographical study provides new material about his character, goals, influences. The thesis focuses on Friesen’s work as Director of Extension for the University of British Columbia (UBC), Vancouver, Canada (1953 - 1966) but also outlines his life and career before this term and gives a synopsis of his international work. A brief description is given of Friesen’s upbringing in a small rural community in Manitoba, his experiences as an educator and leader during the great depression and of his war service in the RCAF. His work in organizing adult education programs for the Manitoba Federation of Agriculture and his life during post-graduate studies at Columbia University are described. He was involved in the cooperative movement and provided informed, effective leadership in Manitoba’s post-war efforts to renew its educational system and to develop a network of hospitals. The thesis examines Friesen’s commitments, methods and the management style he applied in expanding the UBC Extension Department into a sophisticated organization. Under his leadership the department became influential in adult education, leadership and citizenship training in British Columbia; also it was involved in international adult education work. Research was conducted into the work of Friesen and others in originating a graduate program in adult education at UBC. The nature and outcomes of his work in promoting continuing professional education is also examined. The role of Extension in the Vancouver International Festival and other cultural development work is discussed. Friesen is shown to have extended the work of the University into communities throughout the province using study-discussion groups, lectures, credit and noncredit programs in this work. A change in University policy (1963) forced the Department to abandon much of its community based work; the consequences of this shift are considered. Comment from seven of Friesen’s senior colleagues provides insight into his leadership quality and the perceived value of the work carried out during his term. Some conclusions are drawn about Friesen’s life as an educator and humanitarian and on his approach to adult education. The ideas, ideals, commitments and convictions demonstrated by Friesen remain valid today.

Dr. John K. Friesen is a Canadian who, for over 50 years worked first in the field of adult education in Canada and then in population planning internationally. He gained prominence in his own country, considerable international stature and a reputation for his vision and capability. Friesen successfully used a democratic, cooperative approach in discovering and responding to community requirements in adult learning. This biographical study provides new material about his character, goals, influences. The thesis focuses on Friesen’s work as Director of Extension for the University of British Columbia (UBC), Vancouver, Canada (1953 - 1966) but also outlines his life and career before this term and gives a synopsis of his international work. A brief description is given of Friesen’s upbringing in a small rural community in Manitoba, his experiences as an educator and leader during the great depression and of his war service in the RCAF. His work in organizing adult education programs for the Manitoba Federation of Agriculture and his life during post-graduate studies at Columbia University are described. He was involved in the cooperative movement and provided informed, effective leadership in Manitoba’s post-war efforts to renew its educational system and to develop a network of hospitals. The thesis examines Friesen’s commitments, methods and the management style he applied in expanding the UBC Extension Department into a sophisticated organization. Under his leadership the department became influential in adult education, leadership and citizenship training in British Columbia; also it was involved in international adult education work. Research was conducted into the work of Friesen and others in originating a graduate program in adult education at UBC. The nature and outcomes of his work in promoting continuing professional education is also examined. The role of Extension in the Vancouver International Festival and other cultural development work is discussed. Friesen is shown to have extended the work of the University into communities throughout the province using study-discussion groups, lectures, credit and noncredit programs in this work. A change in University policy (1963) forced the Department to abandon much of its community based work; the consequences of this shift are considered. Comment from seven of Friesen’s senior colleagues provides insight into his leadership quality and the perceived value of the work carried out during his term. Some conclusions are drawn about Friesen’s life as an educator and humanitarian and on his approach to adult education. The ideas, ideals, commitments and convictions demonstrated by Friesen remain valid today. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate