A extensão universitária no curso de direito da Universidade Federal do Tocantins: um relato a partir da experiência do projeto “Clínica de Direitos Humanos”

Abstract

This study aims to analyze the implementation of extension curriculum integration (curricularization) in higher education based on Resolution CNE/CES No. 7/2018, which established a regulatory framework for university extension, in compliance with Target 12.7 of the National Education Plan (2014–2024). This target mandates that extension activities must comprise at least 10% of the total curriculum hours in undergraduate programs. The research seeks to understand the potential of curricularized extension as a tool for promoting human rights by articulating theory and practice within the academic context. To this end, it analyzes the implementation of curricularization guidelines at the Federal University of Tocantins (UFT), with a particular focus on the Law program and the experiences of the “Human Rights Clinic” extension project.The research follows a qualitative approach and adopts the deductive method, relying on bibliographic and documentary analysis. The methodological path is grounded in relevant legislation, institutional extension guidelines at UFT, and the Pedagogical Project of the Law Course. The findings indicate that curricularization is a recent initiative and still faces institutional challenges. Nevertheless, based on the experience reported by the “Human Rights Clinic” project, it is possible to conclude that curricularization holds academic relevance and social impact, especially by fostering a humanistic and multidisciplinary education for students and contributing to initiatives aimed at transforming social realities. Additionally, the research identified the absence of specific evaluation mechanisms to assess whether curricularized extension projects comply with the regulatory framework and institutional policies. In response, a technical product was developed: an evaluation protocol structured around dimensions and indicators grounded in Resolution CNE/CES No. 7/2018, UFT's Extension Policy, the Institutional Development Plan, and the Pedagogical Project of the Law Course. The results contribute to a deeper understanding of the historical development and potential of extension as a tool for integrating academic training with social transformation, and offer relevant guidelines for evaluating extension actions, which may be refined, tested, and empirically validated in future studies.