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The challenges posed to the Brazilian university are directly linked to legislation and the understanding of the social function of higher education, explained through teaching, research, and extension. In its history, the university seeks to balance these three pillars, strengthening each other according to reality. Since 2018, with resolution nº 07/2018, of the National Education Council (CNE), university extension began to be assumed by universities with the same relevance as teaching and research, consolidating the balance between the pillars based on inseparability. This configuration has required a new approach, that is, the training of teachers for extension, through three dimensions: the production of consciousness – personal dimension, the production of knowledge – epistemological dimension, and the production of an integrated world – social commitment. Seeking to analyze the challenges and possibilities of continuing teacher training for university extension work, this study used qualitative methodology, through bibliographical research and the application of a questionnaire to collect data on the perception of teachers at a university in the Federal District, regarding the challenges and possibilities of university extension for continuing teacher training. The results highlighted the need for specific continuing education for teachers who consider university extension as a space-time commitment to the social transformation of the communities served.
Brito et al. (Wed,) studied this question.