INTERACTION BETWEEN UNIVERSITY EXTENSION AND CURRICULAR INNOVATION: A COLLABORATIVE AND CO-CREATIVE PERSPECTIVE IN HIGHER EDUCATION

In this research article, our main objective was to re-signify University Extension as an intersubjective possibility for curricular innovation. To achieve this, we adopted an interpretative epistemological approach as a theoretical-methodological framework, based on the Theory of Phenomenology and the method of Hermeneutic Understanding proposed by Martin Heidegger. The methodology used was qualitative, emergent and flexible. Our key informants were four teachers who are part of the Universidad Nacional Experimental Francisco de Miranda (UNEFM). We collected data through in-depth interviews, using a script of phenomenological questions. The analysis of the data followed a logic of phenomenological processes, which included reduction, comprehension and destruction (reinterpretation). The results obtained highlight the importance of considering University Extension as a key component in curriculum design.