UNIVERSITY EXTENSION AS A LIVING CLASSROOM: BUILDING COMPETENCIES IN DENTISTRY THROUGH THE PERES PROJECT
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Abstract
University extension is a fundamental pillar in Dentistry education, promoting the articulation between academic knowledge and social reality. However, there is a scarcity of studies that analyze the student's formative process in immersion projects beyond the description of activities. This article aims to analyze how participation in a rural extension project contributes to the construction of competencies in students in the early stages of their course. Adopting a qualitative case study of an edition of the Rural Extension Project for Health Education (PERES), a student's experience report was used as a data source, triangulated with a relevant literature review. The analysis of the extension journey, segmented into preparation, immersion, practice, and reflection phases, demonstrated that each stage has a specific pedagogical function. The results indicate that the experience develops crucial competencies such as ethical commitment, empathy, adaptability to scarcity scenarios, and situational clinical reasoning. It is concluded that the immersion extension model, as seen in the PERES Project, functions as a "living classroom," an essential strategic tool for the integral formation of the future dental surgeon, aligned with the demands of the Brazilian Unified Health System (SUS).
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