Democratization of knowledge: the curricularization of extension in History teaching for dialogic teacher training
Participatory inventories; Cultural heritage; Teaching-Research-Extension; University-Society-Training.
This thesis is based on the challenge of considering the curricularization of extension courses using the collaborative methodology of participatory inventories as a way to strengthen and democratize the teaching of History by incorporating knowledge that is sometimes invisible. Furthermore, it is encouraged that curricularizing extension is a way of renewing teacher training, making it more dialogic and socially referenced. Thus, the general objective of this study is to analyze how participatory inventories can contribute to the curricularization of extension in History Teaching, promoting the democratization of knowledge and the integration between university, teacher training and community. To this end, this research will use qualitative research, participant observation and based on oral history as a methodological procedure, serving as an instrument of analysis of the collective activities carried out in the classroom, in the discipline Teaching History II, during the semester of 2023.2 and 2024.1, at the University Federal Rural of Rio de Janeiro, Nova Iguaçu campus. This study is expected to contribute to the understanding of the importance of curricularizing extension as a dialogical practice that favors the production of collective knowledge by redefining the social role of the university, contributing to the construction of a transformative teaching of History.