440
C. P. Finatto et al.
(CNPq) executed by the University of the South of Santa Catarina (UNISUL) and
the Federal University of Rio Grande do SUL (UFRGS); and the Maternal-Child and
Family Care Program supported by the University of the Extreme South of Santa
Catarina (UNESC), taking into account the action of these universities in relation to
programs supported by governmental initiative and by the initiative of the educational
institution itself. As the data collection technique, this study used sources such as
“search sites” and “social networks” of the studied objects.
The analysis of the collected data used the typology defined by Yin (2015),
the author suggests 5 analytical research techniques: (1) pattern combination; (2)
construction of explanation; (3) time series analysis; (4) logical models; (5) crosssynthesis of data. For this purpose, a standard combination analysis will be carried
out in which the subjects of the greatest congruence and relevance of the selected
cases will be evaluated.
4 Results and Analysis
4.1 Gender Equality in Brazilian Universities
Brazil is a country with high levels of social inequality, and when filtered for
gender issues, this development obstacle is still present. According to the UNDP
report (2010), inequality between men and women causes a loss of 63% of human
development potential in Brazil.
This is because, throughout the history of teaching in Brazil, universities and their
role in society have undergone numerous transformations. This is linked to the transition in their functions, which then becomes a social, economic and cultural institution
(Bartnik and Silva 2009). However, even though higher education in Brazil is at a
slow pace, in terms of promoting the empowerment of women within and outside the
community of higher education, it is currently possible to highlight some initiatives
carried out by universities that seek to make higher education more accessible to be
entered by women (Dalouh and Soriano 2017).
In this way, university extension programs can be conceptualized as a complement
to traditional teaching, allowing students to expand their understanding during their
academic journey, as well as involving the local community. In addition, it contributes
to personal development and the formation of social values and critical emancipatory
thinking. The aim is to empower the knowledge acquired reflecting in the adherence
and articulation of public programs and policies that turn their attention to issues
inherent, among others, to the empowerment of women (Casadei 2016).
In teaching, the extension allows learning beyond the classroom, since teaching
is directed towards the construction of new knowledge that, as a rule, would not be
taught in the classroom, especially given the participation of the community outside
the university. At the same time, the extension allows the democratization of academic
knowledge because, through it, the knowledge built with the community is produced
C. P. Finatto et al.
(CNPq) executed by the University of the South of Santa Catarina (UNISUL) and
the Federal University of Rio Grande do SUL (UFRGS); and the Maternal-Child and
Family Care Program supported by the University of the Extreme South of Santa
Catarina (UNESC), taking into account the action of these universities in relation to
programs supported by governmental initiative and by the initiative of the educational
institution itself. As the data collection technique, this study used sources such as
“search sites” and “social networks” of the studied objects.
The analysis of the collected data used the typology defined by Yin (2015),
the author suggests 5 analytical research techniques: (1) pattern combination; (2)
construction of explanation; (3) time series analysis; (4) logical models; (5) crosssynthesis of data. For this purpose, a standard combination analysis will be carried
out in which the subjects of the greatest congruence and relevance of the selected
cases will be evaluated.
4 Results and Analysis
4.1 Gender Equality in Brazilian Universities
Brazil is a country with high levels of social inequality, and when filtered for
gender issues, this development obstacle is still present. According to the UNDP
report (2010), inequality between men and women causes a loss of 63% of human
development potential in Brazil.
This is because, throughout the history of teaching in Brazil, universities and their
role in society have undergone numerous transformations. This is linked to the transition in their functions, which then becomes a social, economic and cultural institution
(Bartnik and Silva 2009). However, even though higher education in Brazil is at a
slow pace, in terms of promoting the empowerment of women within and outside the
community of higher education, it is currently possible to highlight some initiatives
carried out by universities that seek to make higher education more accessible to be
entered by women (Dalouh and Soriano 2017).
In this way, university extension programs can be conceptualized as a complement
to traditional teaching, allowing students to expand their understanding during their
academic journey, as well as involving the local community. In addition, it contributes
to personal development and the formation of social values and critical emancipatory
thinking. The aim is to empower the knowledge acquired reflecting in the adherence
and articulation of public programs and policies that turn their attention to issues
inherent, among others, to the empowerment of women (Casadei 2016).
In teaching, the extension allows learning beyond the classroom, since teaching
is directed towards the construction of new knowledge that, as a rule, would not be
taught in the classroom, especially given the participation of the community outside
the university. At the same time, the extension allows the democratization of academic
knowledge because, through it, the knowledge built with the community is produced