Masquedós Magazine of University Extension

Presentación Vol. 10 | Nro. 13 | Año 2025

Revista Masquedós — 2025-06-01

Tenemos el agrado de presentar el primer número del Volumen 10 de nuestra revista Masquedós. Como es habitual, esta publicación reúne un conjunto de artículos que invitan a reflexionar críticamente sobre el quehacer extensionista desde diversas perspectivas, metodologías y territorios, reafirmando el compromiso de la universidad pública con las comunidades y la transformación social.

Este número presenta, en primer lugar, un dossier temático sobre Diálogo de Saberes, coordinado por Javier Di Matteo y Norma Michi, que reúne contribuciones de reconocidos autores y autoras de América Latina como Humberto Tommasino, Delia Bianchi, Lía Pinheiro Barbosa, Pablo Saravia, Efraín Condori Popoaca, Beatriz Gualdieri, Norma Michi y Mercedes Palumbo.

La publicación se completa con diez artículos académicos que abordan distintas experiencias, investigaciones y reflexiones vinculadas a la extensión universitaria, las que se analizan, problematizan y sistematizan con abordajes metodológicos cualitativos, participativos y de co-construcción de saberes. Como en ediciones anteriores, las contribuciones provienen de diversas regiones del país y de América Latina (Argentina, Uruguay, Chile, Brasil y México), enriqueciendo el diálogo intercultural y territorial en torno a los desafíos actuales de la universidad pública.

Agradecemos profundamente a quienes eligieron nuestra revista para compartir sus trabajos y renovamos la invitación a docentes, investigadores, expertos y extensionistas de todas las universidades argentinas y del exterior a participar con sus contribuciones en futuros números.

Dossier Completo| Diálogo de Saberes

Revista Masquedós — 2025-05-31

Dialogue of knowledge: the essence of dialogical education and critical extension

Delia Bianchi — 2025-06-02

The dimension of knowledge dialogue is presented from a Freirean perspective as one of the characteristics that gives identity to Critical Extension processes. Its uniqueness is proposed to reflective processes both in the exchange between universities and social actors, and to develop the capacity to look inward in terms of becoming a producer of subjectivity through its own dialogical processes.

Knowledge dialogue is conceived as a space for the contestation of knowledge and power, considering it a strategy for working to visualize the unequal relations generated by our contemporary societies.

Dialogue of Knowledges and Pedagogy of the Territory in the struggles for autonomy and sovereignty in the Global South

Lia Pinheiro Barbosa — 2025-06-02

In this article we reflect on the conception and practice of Dialogues of Knowledge in the context of agrarian struggles in the Global South. We emphasize the educational, pedagogical and political dimension of Dialogues of Knowledge in the formation of an historical-political subject, in the construction of a critical conscience and in the formulation of political projects of an emancipatory nature. To this end, we take the case of La Via Campesina as the concretization of Dialogues of Knowledge in the context of the struggle in defense of land, food sovereignty and territorial autonomy. We also highlight that territory constitutes the epicenter of the meanings attributed to the agrarian struggle, at the same time as it is the pedagogical mediator of the Dialogue of Knowledge, since, by claiming the defense of land, territory, autonomy and sovereignty, the Pedagogy of the Movement and the Pedagogy of Territory are pedagogical devices that put in motion the set of knowledges and wisdoms of agrarian movements.

Dialogue of knowledge: Reflections and keys for the construction of new university-territory relations

Pablo Saravia Ramos — 2025-06-02

The “dialogue of knowledge” is part of the rich work agenda of university teams that are permanently problematizing the university-territory relationship. Their experiences have allowed them to open paths based on mutual respect, reciprocity and complementarity. From there, questions arise about knowledge and how it has been transformed into another dimension of the struggle of the territories and of the transforming university. Its implementation requires new methodologies, cultural changes, institutional redesigns and a political conviction of valuing everything that is produced outside the borders of the university, as we understand it as valuable knowledge that allows changing certain contextual conditions produced by a capitalism that favors productivity, competition and specialization. Therefore, complex processes of change are necessary within the university and in the territories, tending to build new relationships within the university as well as in its surroundings. A critical view, interdisciplinarity, the promotion of more horizontal relationships and experimentation with other methodologies are some of the keys that we propose as necessary to advance on the road to the construction of the “dialogue of knowledge”

The game in the intercultural dialogue of knowledge

Efraín Rolando Condori Pocoaca — 2025-06-02

In recent decades, intercultural education has gained greater relevance in the legislative and regulatory sphere in Argentina. However, it has not been accompanied by the production and circulation of materials and resources to help translate the recognition of rights and approaches into concrete, everyday practices. In this article, we reflect on some experiences developed within the framework of the project "Games as Pedagogical and Knowledge Tools from and Towards Interculturality" at the National University of Luján. This project proposes the creation and recreation of games and recreational projects that constitute available and easily accessible tools for individuals and groups engaged in educational practices linked to thinking and acting from an intercultural perspective. Throughout the article, we describe the ways in which the systematization and production of games that foster intercultural dialogue support the training of teachers and community actors and contribute to the development of tools that promote the implementation of educational practices in which diversity is brought into dialogue. In this sense, intercultural dialogue is nourished by the dialogue of knowledge or can be thought of as a specific form of it.

Between knowing and being part of it

Norma Amalia Michi — 2025-06-02

The purpose of this article is to share knowledge and reflections generated in an extensive and varied journey, crossed by research and popular education praxis, together with popular movements and organizations. These reflections are linked to the many others that give continuity to the legacies of great Latin Americans such as Fals Borda and Freire, and that seek to contribute to overcoming or mitigating the damage caused in the relations between humans and the environment. With a focus on the subjects of the popular classes, we explore the way in which they understand the processes associated with the production, conservation and circulation of knowledge. We address different issues focusing on popular knowledge: its situated and integral character; its interdependence with the environment and the territory; the link with feelings, sensations and cosmovisions; the incorporation of innovations; the structures and matrices that sustain it and intervene in its reproduction; the relationship between the corpus of knowledge and praxis. Finally, we focus on the knowledge generated and transmitted in popular movements and organizations.

O diálogo de saberes nas metodologias de produção coletiva de conhecimento

María Mercedes Palumbo — 2025-06-02

The notion of dialogue of knowledge has gained relevance in recent decades, although its Latin American origins can be traced back to Paulo Freire’s pedagogical approach. However, we consider that it was approached especially from epistemology and there is still a characterization of its methodological aspect that accounts for the ways of concretizing it from a non-normative reading. This article analyzes the dialogue of knowledge within collective knowledge production methodologies in research on Argentina’s popular economy, specifically in collaboration with popular organizations. The study follows a qualitative approach, triangulating in-depth interviews with researchers engaged in collective knowledge production, analysis of their authored articles, and review of additional documents they provided. This article focuses on a specific case study: a survey of work units in the province of Mendoza. The analysis reveals two key dimensions of the dialogue of knowledge: the conditions necessary for its emergence and the decision-making processes involved.

University extension in its pedagogical dimension: extension knowledge and professional training at UNLP

María Florencia Cabana — 2025-06-02

Within the framework of meanings that are constructed in university extension, this work focuses on its pedagogical dimension and on student participation in projects. Within the framework of a student scholarship for university extension, an interpretive study was conducted, the processes and results of which are presented here. The connections between participation in extension and student education were investigated, as well as the meanings they construct about extension throughout their career. From the analysis of the semi-structured questionnaires and in-depth interviews, conducted with students and directors of four extension projects, findings suggest that participation in extension fostered learning of various kinds. In the professional field, learning experiences in teamwork, communication, planning, and conflict resolution stand out. Regarding disciplinary content, learning varies according to the discipline, but the adaptability and knowledge application in different contexts are emphasized. Methodologically, students emphasize learning in public speaking and workshop planning, while directors highlight the management of workshop-based classroom, self-assessment and reflection. Regarding the knowledge of extension, both actors agree on its practical and adaptive nature, although the director emphasizes organization and sustainability, while students value experiential learning. Finally, the image of university extension is configured from complementary perspectives: students through their personal experience and the director from a structured vision of the process.

Motivations of high school students toward university: evaluation of a pedagogical experience at UFLO, Buenos Aires

Ana Maria Faggi — 2025-06-02

The early engagement to university has become an increasingly common practice, allowing high school students to establish direct contact with the university environment. In the Autonomous City of Buenos Aires, this approach has been institutionalized permanently through the mandatory implementation of the Activities for Approaching the World of Work and Higher Education (ACAP). These constitute concrete pedagogical experiences, carried out in the field, aimed at connecting final-year high school students with the world of work, culture, and higher education.

This article analyzes an experience developed within the ACAP framework, titled “City of Buenos Aires: walking towards sustainability”, organized by the University of Flores and carried out during 2024. Around 100 students from privately managed (both secular and religious) high schools participated. The article describes the workshops conducted, coordinated by professors from various programs at the University of Flores, focused on training related to environmental sustainability in metropolitan contexts.

The relevance of this topic lies in Argentina’s predominantly urban character, where most of the population lives in cities facing major socio-environmental challenges. Understanding these issues and proposing solutions is essential for the development of active citizenship. The analysis of this experience shows that high school students value early engagement with the university as an opportunity that provides them with tools to explore their academic interests and guides them in making decisions about their education and career futures.

Student participation in extension: a study on some implications for teacher education

Rafael Gonzalez — 2025-06-02

This study investigated the implications of student participation in extension projects regarding teacher training, on the configuration of the teaching profession. The process of student participation was studied, as well as the resignifications made by graduates involved in extension projects. The research was framed within the constructive-Interpretative methodology of Fernando González Rey. The objectives were aimed at finding out what are the formative implications of the extensionist activities for the exercise of the teaching profession according to the perspective of students and graduates of the institution who have participated in this function during their training. Participant observations, interviews and an analysis of narrative records of the extension experience of students and graduates of the Teacher Training Courses of Initial and Primary Education of the Instituto de Formación Docente Continua de Sierra Grande were carried out. The participation in extension activities had implications for the construction of the teaching profession, as it allowed teaching tests to be carried out and promoted the production of subjective resources to practice teaching according to what was worked with students and graduates. The implementation of extension activities allowed reflection upon the form of intervention configured in the life trajectory and the subjectivization of other alternative ways of acting, in addition to favoring the resignification of extension actions in educational practices in institutions.

Territorializing University Extension to promote access to rights: the urban habitat in question

Dana Valente Ezcurra — 2025-06-02

This article addresses discussions regarding the ways of conceptualizing University Extension and the challenges involved in territorializing the University. The objective is to reflect on the challenges of Extension as a university social process based on work experiences that have been developed since 2013 around the issue of access to habitat and the right to the city in Tandil (Buenos Aires province, Argentina). In this sense, the methods employed fall within the perspective of participatory action research, with various complementary techniques such as document analysis, interviews as well as participant observation in the territories. Through a reflective and experiential analysis of the praxis of the Extension team focused on Housing and the Right to the City, the article delves into the debate on the role of University Extension in the current context, emphasizing the importance of understanding the University as a field of contestation. This requires questioning the theoretical, pedagogical, ethical-political, epistemic, and methodological perspectives that shape the model of the university and society to which these interventions aim to contribute. The results contribute to reflecting on the territorialization of the University and the construction of counter-hegemonic territorialities as a way of developing public policies and management strategies to promote access to rights, in collaboration with institutions and social organizations present in the territories.

La Educación te da alas. Strategies for social reintegration in pre-release contexts through education

Ailén Beatriz Silva Illanes — 2025-06-02

This paper analyzes the intervention carried out within the framework of the extension project "La Educación te da Alas", conducted in 2024 at the San Juan Provincial Penitentiary Service. The initiative aimed to strengthen strategies for post-penitentiary reintegration from an educational and human rights perspective. Through a comprehensive approach, it promotes the development of personal, social, and work-related skills in individuals undergoing resocialization. The analysis focuses on the section of the project aimed at strengthening socio-emotional skills and fostering civic engagement. The objectives, methodology, and results obtained are presented, highlighting their impact on participants' autonomy and social reintegration. A brief discussion outlines the interventions conducted and challenges faced during implementation. Finally, conclusions and considerations are provided for future interventions in similar contexts.

Inhabiting the body and cohabiting the gathering. Stories about an extensionist experience with women in the city of Córdoba (Argentina)

María Fernanda Machuca — 2025-06-02

This article presents part of the extension project entitled “Recognizing and building meeting spaces among women from the point of view of body diversity, gender, sexualities and the contributions of feminisms.” It was conducted together with women who attended the Community Center of Deán Funes neighborhood, located southeast of the city of Córdoba, within the framework of a university extension grant awarded by the Secretariat of University Extension of the National University of Córdoba in 2023. Its main objective was to facilitate meeting spaces for women, which were experienced as safe, where they could share their everyday experiences, as well as promote trust and collective care. The initiative was built horizontally together with the female leaders of the entity and aimed to the creation of participatory workshops through the use of languages such as cartography, writing and collage. The issues addressed revolved around body and gender as situated categories, together with a shared need to reflect on the neighborhood space as a meeting place.

Popular Culture and Decoloniality in University Education. The Project Meeting of Knowledge at EEFD-UFRJ

Frank Wilson Roberto — 2025-06-02

This article aims to present the historical trajectory of initiatives that bring together masters of popular cultures and the university, which have been carried out at the School of Physical Education and Sports at UFRJ since 1970. This approach began with the implementation of Brazilian folklore courses in undergraduate programs and continues to this day with the institutionalization of a superintendency focused on the "Meeting of Knowledge." This superintendency aims to create a network with various units that carry out similar initiatives. To this end, the academic actions promoted over this period by faculty and staff, in the form of research projects, extension activities, artistic events, and other endeavors, are reported. These initiatives have consolidated the relationship based on dialogue between academic and traditional/popular knowledge, resulting in new paths for university education and engaging in debates about the colonial impact on society. All this is reported through the voices of the creators and driving agents of these actions and is shared here through the vast collection of records available on social media.

A participação juvenil como promotora das dinâmicas relacionais no âmbito escolar: uma experiência de extensão

Griselda Cardozo — 2025-06-02

This work shares the systematization of the experience developed from the project “Beyond the pandemic. Interactions and regulation of relationship dynamics in the school environment” formulated within the framework of the 2024 University Extension Grants program of the National University of Córdoba. The experience aimed to promote youth participation as a strategy for the implementation of actions aimed at establishing and maintaining emotional bonds of solidarity, between peers and adults, based on reciprocity and cooperation. Secondees, student assistants and teachers from the chair of Psychology of Adolescence and Youth participated, articulating teaching, research and extension actions with the management team, teachers and first and third year students of a state-run secondary school located in a peripheral neighborhood. The intervention was developed throughout the 2024 academic year. This document shares the description of the activities developed with students and teachers, emphasizing the significance of the university-school dialogue in fostering socialization skills within the educational framework. This experience highlights the relevance that the university-school dialogic relationship acquires by enabling the promotion of capabilities in keys of socialization in the educational fabric, specifically from extension, understood as a social bond with the community and as a promoter of social ties.

Environmental learning: extensionist proposals in secondary education

Rebeca Mariel Martinenco — 2025-06-02

The purpose of this article is the analysis of university extension experiences carried out in secondary education in the year 2023 in a town in the province of Córdoba (Argentina). Two pedagogical proposals related to environmental learning, were jointly designed through extension activities. The extension experiences analyzed in this paper refer to the agroecological garden as a learning context and to the characteristics of the environment in our region. Both pedagogical practices were characterized by proposing situated, innovative, meaningful, varied and diverse activities, by recognizing the emotional aspects in environmental learning, by stimulating imagination and curiosity, by promoting collaboration, by presenting an appropriate level of difficulty and by offering possibilities of choice and control. The final reflections highlight the importance of extension work in the collaborative design of contextualized activities, and provide guidelines for future environmental extension activities.

Comprehensive proposal for biodiversity revaluation on the grounds of the Faculty of Veterinary Medicine-National University of La Pampa

María de los Ángeles Bruni — 2025-06-02

The Faculty of Veterinary Sciences (FCV-UNLPam) actively participates in university outreach through various initiatives, programs, and projects that comprehensively address human, animal, and environmental health, connecting with the community. This also includes establishing relationships with governmental and non-governmental organizations and actively involving students in solving collective problems that benefit the population. During 2023-2024, the initiative titled "Revaluation of the Ecosystemic Biodiversity of the Faculty of Veterinary Sciences Headquarters - National University of La Pampa, General Pico, La Pampa" was carried out with the aim of generating a social commitment to preserving the flora and fauna species on the FCV-UNLPam main campus. This initiative, based on environmental activities in local educational institutions, aims to raise awareness about local biodiversity. This paper describes the experience of this initiative, emphasizing not only the socio-environmental value of the site but also the multidisciplinary work and support from local and provincial government institutions. This approach, based on a comprehensive approach and environmental education, is intended to generate commitment, responsibility, and social awareness to preserve the species that inhabit or use the area.