UNIVERSITY EXTENSION AS PEDAGOGICAL PRACTICE IN HIGHER EDUCATION: INTERFACES WITH TEACHER TRAINING IN MANAGEMENT AND BUSINESS

Abstract

This article sought to analyse university extension as a structuring pedagogical practice in higher education, specifically in the areas of management and business, investigating its contribution to professional teaching development, to the articulation between theory and practice, and to strengthening the university's social commitment. The research adopted a qualitative approach, theoretical in nature and exploratory in character, based on a bibliographic analysis of national and international academic publications on university extension, teacher training, and curricular integration. The results show that the systematic inclusion of extension in the curriculum promotes the inseparability of teaching, research, and extension, enhances pedagogical praxis, and expands the processes of didactic mediation in socially situated contexts. It is observed that participation in extension activities favours the mobilisation of professional knowledge, expressly stimulates learning, and contributes to critical and ethical training in the field of management and business. It is concluded that university extension constitutes a strategic training device, capable of qualifying teaching performance and consolidating educational practices that are socially committed to social transformation.