“The idea of integrated training suggests
Overcoming the human being historically divided by the social division of labor between the action of executing and the action of thinking, directing or planning” (CIAVATTA, 2005, p.85). The teaching, research and extension triad involves work as an educational principle, and makes them articulate through research, that is, only learning and teaching using research; and there is only interaction with society in extension when such practices are linked to research, these extension activities linked to teaching, strengthen the pedagogical process (SEVERINO, 2017). Furthermore, this triad contributes to the involvement of teachers, students and the community in a reciprocal learning movement, enriches the political process by being linked to research, providing society.With access to the production of knowledge (SEVERINO, 2017). Considering the production of knowledge, this mustPhone Number List be disseminated to the entire community within a time pre-determined by the IFMS institutional documents, so that teachers do not have to reserve their workload for research activities. Therefore, “teaching, research and extension are intrinsically linked and mutually implicated, that is, each of these functions is only legitimized by direct connection to the other two, and the three are equally substantive and relevant” (SEVERINO, 2017, p.36 ). In this way, teaching can serve the training of students in an interdisciplinary way. Sometimes this triad is wrongly analyzed with a fragmented view, but its inseparability and importance in the.
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Integral human formation of students in professional and technological education is notable. 6. CONSIDERATIONS The triad of teaching, research and extension offers a differentiated contribution to the teacher's pedagogical practice. With this format, the teacher has the possibility of developing teaching in aspects that will complement each other and reach the student's knowledge in its entirety, that is, an omnilateral/polytechnic formation. The availability of workload for teachers to develop research and extension projects is another fundamental point, in this way the teacher can plan research and extension actions in advance so that they dialogue with teaching practices and also with the discipline's own curriculum.
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