Collaborative Learning Through
an Extension Program: Building
Sustainable Knowledge and Challenges
for Undergraduate Students
T. Corredato Periotto and J. Gonçalves Vicente
Abstract From the point of view of a collaborative methodology that opens possibility, for problem solving, proposing solutions and stimulating critical thinking,
the Program of Excellence in Basic Education, extension activity, since 2014 at the
Center for Higher Education in Maringa—Brazil. In line with the Sustainable Development Goal (SDGs), in defense of quality Education. Focused on the academic
performance of 4th and 5th grade students, the Program currently serves 32 cities in
the Northwestern Paraná. There are 103 schools that investigate the level of learning
of 7674 students in the management of school education in the pedagogical dimension. Involved in the work execution are 380 students from different undergraduate
courses. The objective of this work is to report the experience of students from other
areas beyond teaching and knowledge through collaborative practice in an extension
program. The involvement of students in this activity favored the development of
their cognitive and social skills, the search for knowledge, teaching and learning that
placed them in the position of in charged for their learning in a sustainable society.
Keywords Extension program · Collaborative learning · Quality education ·
Sustainable development
1 The Teaching-Learning Progress in Extension Activities
When planning the process of teaching-learning, the teacher needs to consider that
the education is conceived inside and outside the boundaries of the school. When the
student arrives in the school he/she carries along a cultural and knowledge baggage.
In turn, Pedrosa (2007) emphasizes that the teaching-learning process happens when
T. Corredato Periotto (B)
UNICESUMAR Center of Higher Education of Maringá, Research Productivity Scholarship of
the Instituto Cesumar de Ciência, Tecnologia e Inovação (ICETI), Maringá, Brazil
e-mail: tania.periotto@unicesumar.edu.br
J. Gonçalves Vicente
UNICESUMAR Center of Higher Education of Maringá, Maringá, Brazil
e-mail: responsabilidadesocial@unicesumar.edu.br
© Springer Nature Switzerland AG 2020
W. Leal Filho et al. (eds.), Universities and Sustainable Communities:
Meeting the Goals of the Agenda 2030, World Sustainability Series,
https://doi.org/10.1007/978-3-030-30306-8_51
825
an Extension Program: Building
Sustainable Knowledge and Challenges
for Undergraduate Students
T. Corredato Periotto and J. Gonçalves Vicente
Abstract From the point of view of a collaborative methodology that opens possibility, for problem solving, proposing solutions and stimulating critical thinking,
the Program of Excellence in Basic Education, extension activity, since 2014 at the
Center for Higher Education in Maringa—Brazil. In line with the Sustainable Development Goal (SDGs), in defense of quality Education. Focused on the academic
performance of 4th and 5th grade students, the Program currently serves 32 cities in
the Northwestern Paraná. There are 103 schools that investigate the level of learning
of 7674 students in the management of school education in the pedagogical dimension. Involved in the work execution are 380 students from different undergraduate
courses. The objective of this work is to report the experience of students from other
areas beyond teaching and knowledge through collaborative practice in an extension
program. The involvement of students in this activity favored the development of
their cognitive and social skills, the search for knowledge, teaching and learning that
placed them in the position of in charged for their learning in a sustainable society.
Keywords Extension program · Collaborative learning · Quality education ·
Sustainable development
1 The Teaching-Learning Progress in Extension Activities
When planning the process of teaching-learning, the teacher needs to consider that
the education is conceived inside and outside the boundaries of the school. When the
student arrives in the school he/she carries along a cultural and knowledge baggage.
In turn, Pedrosa (2007) emphasizes that the teaching-learning process happens when
T. Corredato Periotto (B)
UNICESUMAR Center of Higher Education of Maringá, Research Productivity Scholarship of
the Instituto Cesumar de Ciência, Tecnologia e Inovação (ICETI), Maringá, Brazil
e-mail: tania.periotto@unicesumar.edu.br
J. Gonçalves Vicente
UNICESUMAR Center of Higher Education of Maringá, Maringá, Brazil
e-mail: responsabilidadesocial@unicesumar.edu.br
© Springer Nature Switzerland AG 2020
W. Leal Filho et al. (eds.), Universities and Sustainable Communities:
Meeting the Goals of the Agenda 2030, World Sustainability Series,
https://doi.org/10.1007/978-3-030-30306-8_51
825