Resumo:
University extension, as an inseparable pillar of teaching and research activities, constitutes an essential formative dimension, capable of articulating academic knowledge with social praxis and promoting a critical dialogue that transforms both the university and the reality in which it is situated. From this perspective, this thesis analyzes the materialization of the "curricularization" of extension in the Law course at the Federal University of Bahia (UFBA), from 2018 to 2025, seeking to identify the scientific and normative foundations that guided the deliberations of its Collegiate. Methodologically, the research is supported by historical-dialectical materialism, mobilizing the categories of contradiction, possibility, and reality for the critical analysis of a documentary corpus composed of the National Education Plan, national resolutions, UFBA‘s Institutional Development Plan (PDI), institutional resolutions and guides, the current Pedagogical Course Project (PPC), as well as minutes, reports, and legal opinions. The results indicate that the curricularization process prioritized compliance with normative requirements, ensuring the fulfillment of established percentages and workloads. Although the conception of extension dialogues, in discursive terms, with the principles of FORPROEX and National Resolution CNE/CES No. 7/2018, it is expressed generically in the documents, revealing significant pedagogical gaps. Minutes and institutional records evidence tensions related to deadlines and internal divergences, which restricted collective debate and favored procedural solutions over pedagogical elaboration. In this context, extension runs the risk of being reduced to a bureaucratic requirement if weaknesses such as the lack of shared conceptualization, clear criteria for adherence to the graduate profile, and adequate funding are not addressed. It is concluded that overcoming the identified contradictions requires material, political, and pedagogical conditions that enable the transition of extension from a predominantly normative reality to an effectively transformative formative praxis.
