Made available in DSpace on 2016-08-17T13:54:37Z (GMT). No. of bitstreams: 1 Dissertacao Jose Augusto.pdf: 4660395 bytes, checksum: f25f97ef0fe2466db54684a49b20217e (MD5) Previous issue date: 2013-08-28 / Analysis of Stocks Rural Center University Training and Community Action (CRUTAC)/ Codo, in the period 1972-1979. This research is part of the trend "Institutions School, knowledge and educational practices," in the Group "History and Memory of education in Maranhão", Post-Graduation Program in Education at the Federal University of Maranhão (UFMA). We aim at identifying whether the actions were developed in integrated interdisciplinary teaching and research and if they contributed to the training and development of university education in the city. Our specific goals are: to analyze the socioeconomic and political context in the city of Codo, after the implementation of CRUTAC; investigate the factors that contributed for the choice of Codo for the implementation of the second unit of CRUTAC and verify the impact of such unity to the community. To reach these goals we adopted a qualitative methodological procedure of research (literature and documents). Along this process, we analyzed official documents: laws, decrees, resolutions, ordinances, agreements, and others as newspapers, dissertations, monographs, reports and dossiers. We conducted interviews with former General Coordinator of CRUTAC/MA, teachers and community leaders in order to measure the impact of the program for the community of Codo. The research was focused in some authors on the subject, such as, Gurgel (1986), Freire (1985) and Saviani (1981), among others. Given the number of actions taken by CRUTAC / Codo, we chose those that were implemented in the Neighborhoods of São Francisco and São Sebastião. We can conclude that the impact of the actions of CRUTAC for the population of Codo was positive givent the fact that the community itself claimed for the return of such experience. However, the actions we refer to did not express an effective interdisciplinary among teaching and research. We hope, finally, that this work may bring important contributions to the area of history of education, in particular to University Extension. / Análise das Ações do Centro Rural Universitário de Treinamento e Ação Comunitária (CRUTAC)/Codó, no período de 1972 1979. Esta pesquisa insere-se na Linha Instituições Escolares, saberes e práticas educativas , do Grupo História e memória da educação maranhense do Programa de Pós-Graduação em Educação da Universidade Federal do Maranhão (UFMA). Tem-se como objetivo geral identificar se as ações foram desenvolvidas de forma interdisciplinar integrada ao ensino e a pesquisa; se contribuíram para a formação profissional de universitários e o desenvolvimento da educação no município. Quanto aos específicos: analisar o contexto socioeconômico e político do município de Codó, quando da implantação do CRUTAC; investigar os fatores que corroboraram para a escolha de Codó para implantação do II Núcleo do CRUTAC; verificar a repercussão para a comunidade das ações desenvolvidas pelo CRUTAC. Para o alcance destes objetivos adotou-se como procedimento metodológico a pesquisa qualitativa (bibliográfica e documental). Nesse percurso, foram analisados documentos oficiais: leis, decretos, resoluções, portarias, convênios, e outros como: jornais, teses, dissertações, monografias, dossiês e relatórios. Realizou-se entrevistas com o ex-Coordenador Geral do CRUTAC/MA, professores e líderes comunitários visando mensurar-se a repercussão do Programa para a comunidade de Codó. Centrou-se a investigação em alguns autores que tratam da temática, tais como, Gurgel (1986); Freire (1985) e Saviani (1981), dentre outros. Diante da quantidade de ações desenvolvidas pelo CRUTAC/Codó, optou-se por aquelas que foram implementadas nos Bairros São Francisco e São Sebastião. Conclui-se que a repercussão da atuação do CRUTAC para a comunidade codoense foi positiva ao ponto da mesma reivindicar a retomada da experiência. Entretanto, as ações em referência não expressaram uma efetiva interdisciplinaridade entre o ensino e a pesquisa. Espera-se, por fim, que este trabalho traga contribuições importantes para o campo da História da Educação, em especial, no que tange a Extensão Universitária.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-07-21T18:10:03Z No. of bitstreams: 1 2017 - Renata Corr?a Soares.pdf: 3708165 bytes, checksum: 955aceb77f66708423c718c863dc4d42 (MD5) / Made available in DSpace on 2017-07-21T18:10:03Z (GMT). No. of bitstreams: 1 2017 - Renata Corr?a Soares.pdf: 3708165 bytes, checksum: 955aceb77f66708423c718c863dc4d42 (MD5) Previous issue date: 2017-02-21 / The present research developed in the Master Course of the Postgraduate Program in Education, Contemporary Contexts and Popular Demands (PPGEduc) of the Federal Rural University of Rio de Janeiro (UFRRJ) brings as a theme the University Extension, its course in Brazil and in the University Federal Rural of Rio de Janeiro (UFRRJ). It sought to record the historical trajectory of the extension in UFRRJ, comparing it with guidelines drawn nationally. The general objective was: to contextualize and conceptualize historically the university extension in Brazil and UFRRJ in the context of public higher education policies. Some extension actions proposed in UFRRJ have been identified over the years, investigating the records in the localized documents. As for the methodology, it is a qualitative, basic and descriptive research. The methodological procedures were based on the search of primary sources, which included the records books and other documents located in the Extension Office, the Secretariat of the Collegiate Organs and the Gustavo Dutra Auditorium (Gustavo). We opted to cut proposals related to the "Education" theme, and analyzed from three of the five guidelines pointed out by the Pro-Rectors Forum of Extension of Brazilian Public Universities (FORPROEX): a) dialogic interaction, b) Interdisciplinarity and interprofessionality and c) teaching-research-extension indissociability. We adopt as a theoretical-methodological reference: the historiographic record, addressing the importance of the field of history for educational research and the indiciary paradigm, an interpretative method that searches the clues along the way and makes the reading taking into account details often despised but hiding The key to the interpretation of a social context. We spoke with authors and official documents that provided the reflection on the trajectory of the Extension in Brazil, rescuing relevant aspects of the history and memory of the UFRRJ, in a contextualized and grounded way. We compare with official documents that include the University Extension policies elaborated by FORPROEX and also with national and institutional legislations and guidelines that deal not only with university extension, but also with teaching-research-extension indissociability. As results, we can point out that the systematization of information regarding university extension in UFRRJ, became a great challenge, since the documents located were not organized and still presented discontinuities and gaps in the records. We were able to distinguish that each management of the scope of the study had different practices of systematization of information, demonstrating that the notes on the various extension activities do not follow an institutionalized model, it being the responsibility of the researcher who wishes to make a historical survey, the work of " In books, minutes, deliberations, reports and other primary sources that can assist in the recording of institutional memory. The path taken has allowed us to verify that the history of the UFRRJ has peculiar characteristics and, given the difficulties of locating and systematizing the sources, we have been sure that this is only the initial step that will open the way to other research aimed at the historical reconstruction and registration Of the historiography of university extension at the Federal Rural University of Rio de Janeiro. / A presente pesquisa desenvolvida no Curso de Mestrado do Programa de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas Populares (PPGEduc) da Universidade Federal Rural do Rio de Janeiro (UFRRJ) traz como tema a Extens?o Universit?ria, seu percurso no Brasil e na Universidade Federal Rural do Rio de Janeiro (UFRRJ). Buscou registrar a trajet?ria hist?rica da extens?o na UFRRJ, comparando-a com diretrizes tra?adas nacionalmente. O objetivo geral foi: contextualizar e conceituar historicamente a extens?o universit?ria no Brasil e na UFRRJ no bojo das pol?ticas p?blicas de educa??o superior. Foram identificadas algumas a??es de extens?o propostas na UFRRJ ao longo dos anos, investigando os registros nos documentos localizados. Quanto ? metodologia, trata-se de uma pesquisa qualitativa, b?sica e descritiva. Os procedimentos metodol?gicos partiram da busca em fontes prim?rias, que inclu?ram os livros de registros e demais documentos localizados na Pr?-Reitoria de Extens?o, na Secretaria dos ?rg?os Colegiados e no Audit?rio Gustavo Dutra (Gustav?o). Optamos por fazer um recorte das propostas que tivessem rela??o com a linha tem?tica ?Educa??o?, e analisamos a partir de tr?s das cinco diretrizes apontadas pelo F?rum de Pr?-Reitores de Extens?o das Universidades P?blicas Brasileiras (FORPROEX): a) intera??o dial?gica, b) interdisciplinaridade e interprofissionalidade e c) indissociabilidade ensino-pesquisa-extens?o. Adotamos como referenciais te?rico-metodol?gico: o registro historiogr?fico, abordando a import?ncia do campo da hist?ria para a pesquisa educacional e o paradigma indici?rio, m?todo interpretativo que busca as pistas pelo caminho e faz a leitura levando em considera??o detalhes muitas vezes desprezados, mas que escondem a chave para a interpreta??o de um contexto social. Dialogamos com autores e documentos oficiais que proporcionaram a reflex?o sobre a trajet?ria da Extens?o no Brasil, resgatando aspectos relevantes da hist?ria e mem?ria da UFRRJ, de forma contextualizada e fundamentada. Comparamos com documentos oficiais que trazem as pol?ticas de Extens?o Universit?ria elaborados pelo FORPROEX e, ainda, com legisla??es e diretrizes nacionais e institucionais que tratam n?o s? a extens?o universit?ria, mas tamb?m da indissociabilidade ensino-pesquisa-extens?o. Como resultados, podemos apontar que a sistematiza??o de informa??es a respeito da extens?o universit?ria na UFRRJ, acabou se transformando em grande desafio, uma vez que os documentos localizados n?o estavam organizados e ainda apresentavam descontinuidade e lacunas nos registros. Pudemos distinguir que a cada gest?o de abrang?ncia do estudo houve pr?ticas diferentes de sistematiza??o das informa??es, demonstrando que as anota??es sobre as diversas atividades de extens?o n?o seguem um modelo institucionalizado, cabendo ao pesquisador que desejar fazer um levantamento hist?rico, o trabalho de ?garimpagem? em livros, atas, delibera??es, relat?rios e demais fontes prim?rias que possa lhe auxiliar no registro da mem?ria institucional. O caminho percorrido nos permitiu constatar que a hist?ria da UFRRJ apresenta caracter?sticas peculiares e, diante das dificuldades de localiza??o e sistematiza??o das fontes, tivemos a certeza de que este ? somente o passo inicial que abrir? caminhos para outras pesquisas voltadas para a reconstru??o hist?rica e registro da historiografia da extens?o universit?ria na Universidade Federal Rural do Rio de Janeiro.

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2017-01-04T14:00:33Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Concepções de extensão e desenvolvimento na Universidade Federal de Pelotas.pdf: 1525240 bytes, checksum: 9b6e09fb340313dd7d301df23f42e3b7 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-01-04T14:43:58Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Concepções de extensão e desenvolvimento na Universidade Federal de Pelotas.pdf: 1525240 bytes, checksum: 9b6e09fb340313dd7d301df23f42e3b7 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-01-04T14:44:36Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Concepções de extensão e desenvolvimento na Universidade Federal de Pelotas.pdf: 1525240 bytes, checksum: 9b6e09fb340313dd7d301df23f42e3b7 (MD5) / Made available in DSpace on 2017-01-04T14:44:54Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Concepções de extensão e desenvolvimento na Universidade Federal de Pelotas.pdf: 1525240 bytes, checksum: 9b6e09fb340313dd7d301df23f42e3b7 (MD5) Previous issue date: 2016-11-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Tomando como ponto de partida o suposto compromisso social que alicerça a ideia de universidade pública no Brasil, o objetivo desse trabalho foi analisar as concepções de extensão universitária e de desenvolvimento, que atualmente predominam na Universidade Federal de Pelotas (UFPel), a partir da perspectiva dos autores dos projetos de extensão. Nesse sentido, no presente trabalho trazemos como aporte teórico as principais concepções de universidade e extensão predominantes na história da educação superior brasileira, e, de desenvolvimento voltadas para o meio rural. Além disso, para cumprir os objetivos da investigação nosso esforço metodológico foram centrados em uma abordagem predominantemente qualitativa, caracterizada como uma pesquisa descritivointerpretativa, e dividida em três etapas. Em maior detalhe, a primeira etapa reservamos à delimitação de campo, através da seleção dos projetos e programas de extensão universitária voltados para o meio rural cadastrados no Sistema de Extensão da Pró-Reitoria de Extensão e Cultura da UFPel no ano de 2015, totalizando 60 projetos de um montante de 582 cadastrados. A partir dos dados da primeira etapa, selecionamos um grupo por conveniência de 11 docentes, com base na aproximação dos respectivos projetos ao desenvolvimento territorial, que fizeram parte da segunda etapa de pesquisa, a qual foi caracterizada pela identificação e descrição das concepções de extensão universitária e de desenvolvimento do grupo através de entrevistas individuais com roteiro semiestruturado. Por fim, na terceira etapa, realizamos a análise e discussão das relações e implicações das concepções de extensão universitária para o desenvolvimento territorial, com apoio dos dados da etapa anterior. Os resultados indicaram que a extensão de concepção crítica mostra-se imprescindível para o desenvolvimento territorial promovido pelas universidades, haja vista, a intrínseca valorização dos saberes populares do território pela mesma. Mas, a maior parte dos docentes entrevistados da UFPel não estão próximos dessa concepção. Também, naqueles docentes mais associados à concepção crítica de extensão foi possível identificar a utilização de metodologias participativas de ensino e pesquisa, as quais indicam possíveis caminhos para efetivação do desenvolvimento territorial pelas universidades e, inclusive, a efetivação da indissociabilidade entre ensino, pesquisa e extensão. / Taking as its starting point the supposed social-commitment that underpins the idea of public university in Brazil, the objective of this study was to analyze the conceptions of university extension and conceptions of development, which currently predominate in the Federal University of Pelotas (UFPel), from the perspective of the authors of extension projects. In this sense, the present work brings as theoretical framework the main extension conceptions that prevailed in the history of Brazilian higher education, just like, main conceptions rural development. In addition, to meet the research objectives, our methodological efforts were focused on a qualitative approach, characterized as a descriptive-interpretive research, and divided into three stages. In more detail, in the first step was reserved for the delimitation of the field, through the selection of projects and programs extension for rural areas registered in the Extension System of the Vice-Rectory of Extension and Culture from the UFPel in 2015, totaling 60 projects of an amount of 582 registered. Based in the data from the first stage, we selected a group for convenience of 11 teachers, based on the approach of their projects for the territorial development, that were part of the second research phase, which was characterized by the identification and description of the conceptions from university extension and from development through individual interviews with semi-structured script. Finally, in the third step, we perform the analysis of the relationships and implications of university extension concepts for territorial development, with the support of the previous stage data. The results indicated that the conception of critical extension proves to be essential for territorial development promoted by universities, given the intrinsic appreciation of popular knowledge of the territory by the same. But, most of the professors respondents from UFPel are not near of that conception. Also, in those professors better associated with critical extension we were able to identify the use of participatory methods of teaching and research, what indicate possible ways of realization of territorial development by universities and even the execution of the indivisibility of teaching, research and extension.

This study addressed the controversy among academics in conventional universities over the credibility of distance education for degree credit. Faculty scepticism has slowed the development and expansion of distance education despite increased demands for it. Distance education is an educational method in which the teacher and learners are separated in time and space for the majority, if not all, of the teaching-learning process; two-way communication occurs primarily via print, postal service, and telecommunications (Keegan, 1990). There is little empirical evidence about the reasons for the antagonism between the supporters and opponents of distance education. The purpose of this research was to explain why some faculty support distance education while others do not. Support was defined as how faculty would speak about and vote for proposals to offer distance education courses for degree credit. The conceptual framework drew on studies of faculty attitudes towards university expansion and distance education, and literature on academic culture and change. An interpretive perspective and qualitative methods dominated the two-phase study. First, a mailed survey (n=487) investigated the extent of faculty familiarity with and support for distance education. Then faculty (n=50) were interviewed from three categories of support for distance education identified by the survey: supportive, divided support, and opposed. The interviews explored how faculty understood the compatibility and feasibility of distance education. Compatibility was defined as the congruence of distance education with faculty beliefs and values about the accessibility and quality of university education. Feasibility was the perceived ability to successfully implement distance education. In general, faculty were not very familiar with or supportive of distance education, except for undergraduate courses. There was very little support for a graduate program by distance education. There were significant differences in faculty support by discipline and gender. The reasons for variations in faculty support for distance education are best explained by the concept of compatibility. Faculty supported distance education if it was congruent with their beliefs and values about university education in general. Faculty thought about distance education as promoting social justice, as an educational method, or as the distribution of information. Faculty who were supportive held the beliefs and values Trow (1973) associated with mass education while those who were opposed tended to believe in an elite approach to university education. There was a substantial divided group who were in a conflict about the priority that should be given to the major values involved, the accessibility and quality of university education. The study contributes to the development of theory about different conceptions of university and distance education and provides insight into the study of disciplinary cultures. It presents a revised conceptual framework for further research on the topic. The results have implications for educational planning and for the development of distance education. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Orientador: Renato Peixoto Dagnino / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociencias / Made available in DSpace on 2018-08-22T03:07:10Z (GMT). No. of bitstreams: 1 Fraga_LaisSilveira_D.pdf: 1426112 bytes, checksum: 94309c1850bf0482c2cc3c65c7b96885 (MD5) Previous issue date: 2012 / Resumo: A ideia de transferência de conhecimento sempre esteve presente na relação entre universidade e sociedade. Ela está na origem do termo extensão e segue presente em toda a sua trajetória histórica. A partir dessa constatação, esta tese tem como objetivo central compreender as origens e as conseqüências da ideia de transferência de conhecimentos na atuação das ITCPs, compreendidas na trajetória histórica da extensão do país. Reconhecidamente, a primeira ITCP surge derivada da ideia das incubadoras de empresas, mas, em cada local, elas se conformam a partir da reorganização da extensão incentivada pelo processo de redemocratização que havia passado o país, da mobilização da universidade diante do desemprego e, por fim, do aumento do financiamento no governo Lula. Esses fatores levam parte da extensão a um novo caminho que tem como centro a geração de trabalho e renda e a utopia da autogestão. Com intuito de compreender a ideia de transferência de conhecimento, dois referenciais teórico-metodológicos foram utilizados de maneira complementar: a Educação e os Estudos Sociais da Ciência e da Tecnologia (ESCT). No campo da educação, foram abordadas as contribuições de educadores que partem de uma reflexão teórica sobre a relação entre universidade, trabalhadores e trabalhadoras combinada com a prática educativa no âmbito da extensão. Os autores são Paulo Freire, Michel Thiollent e Orlando Fals Borda. Buscou-se compreender, por meio deles, de que maneira a ideia de transferência de conhecimento se relaciona com um tipo específico de tutela, via conhecimento, entre educandos e educadores. A partir dos ESCT, campo acadêmico multidisciplinar que surge no contexto do pós-guerra, buscou-se compreender a relação entre conhecimento tecnocientífico e o setor produtivo, principalmente, a partir da negação do modelo ofertista de conhecimento. Tendo como fundamento a assertiva de que a ciência e a tecnologia são construções sociais, aprofundou-se a crítica à ideia de transferência de conhecimento por meio de três ideias-força: o conhecimento não é neutro, o conhecimento não gera apenas benefícios para a sociedade e o conhecimento não se transfere. Por fim, com intuito de contribuir com o processo de reflexão-ação das incubadoras, apontamos algumas reflexões e sugestões para tornar viável o potencial das mesmas como aglutinadoras do processo de politização da universidade. Nesse sentido, apontamos alguns caminhos do que acreditamos ser fazer ciência (e tecnologia) politizada, como almejava Oscar Varsavsky, ou Adequação Sociotécnica com o povo, como preconiza Renato Dagnino. Nessa perspectiva, consideramos que as ITCPs como potenciais articuladoras de ações de ensino, pesquisa e extensão com vistas a produzir conhecimento e formar pessoas a partir de uma lógica para além do capital / Abstract: The idea of knowledge transfer has always been present in the relationship between universities and society. It is at the heart of the term 'extension' and has remained present since its inception. From this observation, this thesis aims to understand the origins and the consequences of the idea of knowledge transfer in the field of Technological Incubators of Popular Cooperatives (ITCPs) throughout the history of extension in the country. Admittedly, the first ITCP arose from the idea of enterprise incubators, but in each location, they were formed from the reorganization of the extension, encouraged by the process of democratization that Brazil had recently been through, the mobilization of universities against unemployment and, finally, the increase of funding during Lula's presidency. These factors took a part of extension in a new direction that has at its center the generation of work and income and the utopia of self-management. In order to understand the idea of knowledge transfer, two theoretical and methodological tools were used in a complementary way: Education and the Social Studies of Science and Technology (SSTS). In the field of Education, this thesis addresses the contributions of educators who have done a theoretical analysis of the relationship between universities and workers combined with educational practice in the context of extension. The authors are Paulo Freire, Michel Thiollent and Orlando Fals Borda. We sought to understand, through the aforementioned educators, how the idea of knowledge transfer relates to a specific type of tutelage, via knowledge, among learners and educators. From the SSTS, a multidisciplinary academic field that arose in the context of the post-war period, we strove to determine the relationship between techno-scientific knowledge and the productive sector, especially from the denial of the model of supply and demand of knowledge. Using as a basis the assertion that science and technology are social constructions, this body of work deepens the critique of the idea of knowledge transfer through three key points: knowledge is not neutral, knowledge does not stop at generating benefits for society and knowledge is not transferred. Finally, in order to contribute to the process of reflection-action of the incubators, we provide some suggestions so that their potential, as agglutinating of the process of politicization of the university, is viable. In this regard, we indicate some ways of what we believe politicized science (and technology) should be like, as Oscar Varsavsky aimed for, or Sociology-technical Adequacy with the people, as advocated by Renato Dagnino. From this perspective, we considered ITCPs as potential vehicles for teaching, research and extension in order to produce knowledge and train people beyond the logic of capital / Doutorado / Politica Cientifica e Tecnologica / Doutora em Política Científica e Tecnológica

Bibliography: pages 181-189. / The construction of macro level policy is made more difficult by the absence of a reservoir of analytical accounts which raise issues which policy at that level must address. This study is concerned with the development of policy within a very specific context and as such it is a modest and limited contribution to the development of that reservoir of theorised practice of adult education in South Africa. In this it is both a documentary record of the development of adult education at the University of Natal and an exploration of the dynamics of the policies which were evolved to direct that development. The study is thus a descriptive and analytical account of the work of the Centre for Adult Education at the University of Natal over the 20 year period from 1971 to 1991 set against the context of the broad development of adult education in South Africa in general and developments in university based adult education development in particular.

"The purpose of the study was to collect selected information about the individuals enrolled in two on-going Florida State University Home Economics Education Off-Campus Graduate Programs and to solicit suggestions for program improvement. In relation to this problem, the following questions were explored: 1. Why did the participants decide to enroll in the off-campus program? 2. What do they hope to gain from the off-campus program? 3. What suggestions for improvement can the participants offer? 4. What factors have caused the greatest difficulty to the participants in pursuing an advanced degree? 5. What are the characteristics of the 'typical' participant in the off-campus program?"--Introduction. / Typescript. / "August, 1975." / "Submitted to the Department of Home Economics Education in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Bonnie B. Greenwood, Professor directing paper. / Includes bibliographical references (leaves 47-48).

No description available.

The success of cooperative extension depends on the knowledge of how to apply the principles of extension education to situations where the activities are to be performed. The cooperative extension services dynamic localized approach to the solution of the common persons problem has stood the test of time. It is not necessary to establish a new system, but what is needed is to increase accountability and efficiency in the way programs are planned and developed. The overall purpose of this study was to develop criteria for assessing the local cooperative extension program planning process in Virginia. Specific objectives that served as a basis for accomplishing the overall purpose of the study were: 1. To identify principles that are basic for planning an effective local extension program. 2. To verify these principles with a panel of experts. 3. To formulate criteria, based on the verified principles, to assess if on-going local extension programs were developed following the accepted programming principles. 4. To field test the criteria to determine the degree to which the criteria are used as guides during the local extension program planning process. This study was a qualitative study. The principles identified and the criteria developed were reviewed by a panel of eight experts, then field tested in randomly selected extension units in the West Central Extension District of Virginia. Using personal interview methodology, unit directors of the randomly selected units were used for the field testing stage of this study. Six of the seven principles identified as basic for planning/developing effective local extension programs were accepted by the panel of experts. Eighteen criteria were formulated based on the accepted principles. Criteria as used in this study implies an overall description of a set of related actions and/or operations which will be called standards of the planning process. It was found that most of the unit directors in the West-Central Extension District of Virginia interviewed for this study use the criteria as guides during their respective programming process. The panel of experts and unit directors agreed that the criteria were important as guides for local extension programming processes. Based on the findings the author concluded that: (a) there are six essential principles for planning effective social extension programs; (b) that there are 18 criteria that can be used as guides for assessing if local extension programs are planned/developed using the essential extension program planning principles; and (c) that it is possible to assess local program planning activities in extension. A recommendation made from the study that the process of assessing local program planning activities be tested statewide to increase the usability potential of the criteria and give possible directions for statewide in-service needs of unit directors and extension agents. / Ed. D. / incomplete_metadata

Made available in DSpace on 2016-04-04T18:32:57Z (GMT). No. of bitstreams: 1 DANIELA MUNERATO PICCOLO ARROYO.pdf: 979174 bytes, checksum: 470b7831f45f03c33b97e12c7dc568f4 (MD5) Previous issue date: 2010-02-26 / From the interest in understanding the formation of the student, focusing on the future as professionals who must be able to act differently in different situations in your professional and personal with a high social commitment, we understand that the university extension programs can fulfill important role in this regard. The extension programs aimed at, among its objectives, the training for university students taking social commitments and work towards a less unequal society. We choose then as a field of research, an outreach program at a Catholic university (here called the Center), who works for social inclusion of people with disabilities from an interdisciplinary perspective, taking his team teachers and students in different areas of their undergraduate courses. From a brief history of higher education in Brazil, the implementation of continuing education in institutions of higher education and in this context, the debate on the responsibilities of the State and the University for the development of society, emphasize the importance of assessment procedures university extension programs. From our point of view, these processes are essential to advance these programs and play an important role in the formation of student extension. We argue that the evaluation of extension programs is necessary to address the inseparability of the axes of teaching and research-extension, interdisciplinarity, and to the peculiarities of the specific study, the inclusion of people with disabilities. We develop a meta-evaluation of goals: (1) determine what are the strengths of the evaluation process conducted by the extension program put into the study, (2) ascertaining the weaknesses of this process, and (3) to reflect about which aspects of this assessment contributes to the formation of students participating in the program. This is a case study, and the methodological procedures used were document analysis of the program, literature review, and conducting semi-structured interview with the Coordinator of the program. The empirical analysis was constructed qualitatively and quantitatively. The results showed that operating a process to assess the extent is a complex and that gaps and contradictions must be analyzed carefully, may limit the contributions that the extension activities have potential for the training of students who took part. / A partir do interesse em compreender a forma??o do estudante universit?rio, focalizandoo como futuro profissional que deve ser capaz de atuar de forma diferenciada nas diversas situa??es de sua trajet?ria profissional e pessoal e com elevado compromisso social, entendemos que os programas de extens?o universit?ria podem cumprir importante papel neste sentido. Os programas de extens?o visam, dentre seus objetivos, a capacita??o para os estudantes universit?rios assumirem compromissos sociais e trabalharem por uma sociedade menos desigual. Elegemos, ent?o, como campo da pesquisa, um programa de extens?o de uma universidade cat?lica (aqui chamado de Centro), que trabalha pela inclus?o social de pessoas com defici?ncia, numa perspectiva interdisciplinar, tendo em sua equipe professores e estudantes de diferentes ?reas dos seus cursos de gradua??o. A partir um breve hist?rico sobre a educa??o superior no Brasil, a implanta??o da extens?o universit?ria nas institui??es de ensino superior e, neste contexto, do debate sobre as responsabilidades do Estado e da universidade pelo desenvolvimento da sociedade, destacamos a import?ncia dos processos de avalia??o dos programas de extens?o universit?ria. De nosso ponto de vista, estes processos s?o imprescind?veis para fazer avan?ar estes programas e t?m importante papel na forma??o dos alunos-extensionistas. Argumentamos que na avalia??o de programas de extens?o ? necess?rio abordar a indissociabilidade dos eixos ensino-pesquisa-extens?o, a interdisciplinaridade e, em fun??o das peculiaridades do programa espec?fico estudado, a inclus?o social das pessoas com defici?ncia. Desenvolvemos um trabalho de metaavalia??o, com objetivos de: (1) verificar quais s?o os pontos fortes do processo de avalia??o realizado pelo programa de extens?o colocado em estudo; (2) averiguar quais s?o as fragilidades deste processo; e (3) refletir sobre quais aspectos esta avalia??o contribui para a forma??o dos estudantes que participam do programa. Trata-se de um estudo de caso, e os procedimentos metodol?gicos utilizados foram an?lise documental do programa, revis?o bibliogr?fica, e realiza??o de entrevista semi-estruturada com a Coordenadora do programa. O material emp?rico constru?do foi analisado qualitativa e quantitativamente. Os resultados mostraram que colocar em funcionamento um processo de avalia??o da extens?o ? um trabalho complexo e que lacunas e contradi??es precisam ser analisadas com cuidado, porque podem limitar as contribui??es que as atividades extensionistas tem em potencial para a forma??o dos estudantes que delas participam.