Brazilian universities play a fundamental role in a country marked by deep economic and social inequalities, acting as agents of social, intellectual, and cultural transformation. In addition to teaching and research, university extension emerges as one of the core functions of these institutions, establishing a direct link with the community and promoting the democratization of knowledge. In this context, the curricularization of extension has gained prominence as a strategy to strengthen the university’s social role and provide a more comprehensive academic education that is connected to students’ realities.

At the Federal University of Mato Grosso do Sul (UFMS), the distance learning undergraduate programs offered by the Agency for Digital and Distance Education (Agead) have sought creative and innovative ways to implement these activities, promoting initiatives that can positively impact both students and their communities. Extension curricularization occurs through the integration of extension activities into the curriculum of academic courses. This process involves allocating part of the course workload to activities that generate benefits for society, linking theoretical content with its practical application.

The selection of courses to include extension hours is carried out by Agead’s administration in conjunction with course coordinators, prior to the course offering and didactic material development. The criteria for selecting courses with extension potential involve a careful analysis of several factors. First, the alignment between the theoretical content of the course and societal needs is evaluated. This means the course should address topics or issues that can be directly applied in projects or actions with a positive impact on the community.

Additionally, the potential for interaction with external sectors—such as businesses, NGOs, schools, or public services—is considered, enabling partnerships that expand the reach and benefits of extension activities. Another important criterion is the logistical feasibility of executing the extension actions, taking into account factors such as the number of students, available resources, and time required for project implementation. The interdisciplinary nature of the course is also considered, as areas that integrate multiple fields of knowledge tend to result in more comprehensive and effective actions.

The results point to direct impacts on society, such as the provision of services, the dissemination of knowledge, and the implementation of projects that improve local quality of life. In this way, the communities served become part of the educational process, creating a cycle of mutual learning between university and society.

Keywords: Extension curricularization, Distance Education, UFMS.