CHALLENGES FOR EDUCATIONAL COMMUNICATION IN PUBLIC POLICY EXPERIENCES

The article presents the results of the final thesis work for the Bachelor's degree in Public Policy Management (GPP) at the Federal University of Rio Grande do Norte (UFRN), which consisted of a propositional and reflective study on the experience with the curricularization of university extension developed in the curricular component "Experiences in Public Policy Management". We established a theoretical and methodological dialogue between Cognitive Approaches to Public Policy, especially the French theory of reference points (MULLER, SUREL, 2002; LASCOUMES; LE GALES, 2012; MULLER, 2018), the decolonial theory of Sociology of Absences and Emergences (SANTOS, 2002, RESENDE, 2019), and the conception of education for freedom as a dialogic practice (FREIRE, 1979, 1983a, 1983b, 1992,1993). We verified the relevance of developing this teaching proposal that considers extension as a communication action, therefore a practice guided by dialogue. The defense of a communicative teaching practice considers the importance of not imposing knowledge, as well as the idea of education as a practice for freedom and for the transformation of social realities through the conscientization arising from the people's reading of the world involved.