Atividades complementares na formação de professores: sentidos, desafios e perspectivas diante das novas diretrizes curriculares

Abstract

This study aims to evaluate the impacts of Complementary Activities (CAs) on the initial training of teachers, also considering the new context established by Resolution CNE/CP No. 4/2024. The research, of a bibliographic nature, analyzed academic publications released between 2014 and 2024, selected based on criteria of relevance and alignment with the topic. A total of 11 studies were identified, mostly concentrated in the fields of Biological Sciences and Physical Education, while programs such as Chemistry, Physics, Mathematics, History, and Geography showed a significant lack of publications, revealing important gaps in scientific production on the subject. The results indicate that CAs play a fundamental formative role, contributing to the personal and technical development of teaching degree students, the construction of teacher identity, and the connection between theory and practice. However, recurring challenges were identified, such as curriculum overload that makes it difficult to balance these activities with mandatory courses, as well as structural limitations within universities and problems in the process of validating recorded hours. It was also observed that most of the analyzed works recognize CAs as privileged spaces for student protagonism and for strengthening the critical autonomy of future teachers. In light of the new educational policy that removes the mandatory nature of CAs and prioritizes extension activities, the findings of this research suggest that the absence of such practices may weaken important aspects of teacher training—particularly regarding interdisciplinary experiences, critical reflection, and engagement with the professional reality. Thus, the analysis highlights the need to rethink teacher education curricula in order to preserve the formative contributions of CAs in dialogue with university extension.