JEM project: an analysis from the reflective perceptions of participating teachers

Abstract

This study aimed to analyze the impacts of the actions developed in the project based on the perceptions of participating teachers, considering the first two years of operation. Using a qualitative descriptive approach and case study, data were collected through questionnaires administered to five teachers, being analyzed using content analysis techniques. The main results indicated that the project positively influenced pedagogical practices by introducing active methodologies and addressing topics such as sustainability, financial education and innovation. Furthermore, it promoted greater student engagement by connecting them with real community demands based on highlighted social impacts, such as youth protagonism, strengthening links between universities, schools and the community, and raising awareness about the Sustainable Development Goals (SDG). Despite the challenges faced, such as resource and time limitations, JEM consolidates itself as a transformative extension action, integrating teaching, research and extension in favor of human and social development. For the future, we recommend expansion strategies, strengthening partnerships and diversifying funding sources to ensure the sustainability and continuity of the project. Even so, it is concluded that this study reinforces the relevance of university extension as an instrument of social transformation and citizenship formation.