This paper discusses university extension. University extension, research, and teaching are the three functions of universities. However, institutions value research as a space for the development of scientific knowledge. University extension also produces scientific knowledge, as long as it is considered praxis, a unity of theory and practice. The literature shows that university extension carries strong traits of welfare and service provision. It is necessary to break with these historically constructed concepts. It is necessary to understand university extension as academic, procedural, organic, critical, practicable, and emancipatory. The objective of this text is to share research on university extension, which is ongoing but already yielding significant results. The research methodology involves holding online meetings or cycles with researchers from Latin America, Portugal, and Spain, via Google Meet and YouTube. These researchers are part of RIEX (the Network of University Extension Researchers), created in 2023, which serves as a space for debate and academic exchange, involving approximately 120 researchers, from 20 countries. The research is organized into 10 debate cycles, with 5 researchers participating in each cycle. Each cycle lasts 2 hours, and the moderator asks guiding questions about the conception and meaning of university extension in each country, as well as the existence of regulations, curricular insertion, organization, and implementation. To date, 3 cycles have been held, with the participation of 15 researchers from 7 countries. As preliminary results, we present that the debates lead to seven categories, namely: 1. Conceptions and meanings, aiming to understand the nomenclature, epistemological understanding of extension, and its impact on students and the community; 2. Inseparability, aiming to understand how extension linked to research and teaching is implemented; 3. Teacher training, aiming to analyze how teacher training is progressing to redefine the conceptual and practical issue of university extension and its curricular insertion; 4. University autonomy and regulation, aiming to discuss how university autonomy is constituted and the regulation of the inclusion of university extension as mandatory in the curricula; 5. Materialization, aiming to understand the models for implementing the curricular insertion of university extension, whether mandatory or non-mandatory; 6. Financing, understanding how investments are planned to carry out extension activities; and 7. Politics and economics, discussing the extent to which national issues influence the conception, meaning, and implementation of university extension. For researchers, the concept of university extension needs to overcome the traditional, technocratic, and pragmatic paradigm ideologically imposed by the colonization process, achieving critical, dialogical, and emancipatory extension. The contribution and impact of this work are determined by the internationalization of the topic and its potential repercussions in each country. As countries unite for dialogue, they strengthen themselves and learn from the experiences of other researchers. It is hoped that the debates can contribute to strengthening the epistemology and pedagogy of university extension within Ibero-America. Furthermore, a book will be produced as a product of the research, and the e-book will be distributed free of charge.

Keywords: University Extension, conceptions, senses, curricularization.