This dissertation, linked to the Research Line Memory Culture and Society Postgraduate Program in Physical Education, of Federal University of Pelotas has as subject of study the extension and initial formation in Physical Education. The University has been undergoing diverse transformations as meaning lighten the formation and dissociate it of the research, and especially of the extension. To give an account we seek to accomplish diagnosis of how has been developed the extension activities in Universities/Federal Centers of formation in Licenciatura in Physical Education from Rio Grande do Sul (Federal University of Santa Maria/UFSM, Federal University of Pelotas/UFPel and University Federal of Rio Grande do Sul/UFRGS) and the contribution of the extension to the formation of teachers. We use proceedings as literature research, documental research and field research. We used the final reports of the extension actions developed in 2011 and semi-structured interviews with nine teachers and 17 students participants of the actions. The analytical process of documentary sources was based on content analysis proposed by Bardin (1977) and held the light of the contributions of Saviani (1996), Mazzili (2011), Botom?? (2001), Castro (2004) among others. The results revealed that a considerable amount of extension actions is of character assistentialist. The indissociability is still struggling to become effective within universities. However, despite the disarticulation, the extension still is constructed as an important

Esta disserta????o, vinculada ?? linha de pesquisa Mem??ria Cultura e Sociedade do Programa de P??s-Gradua????o em Educa????o F??sica da Universidade Federal de Pelotas tem como tem??tica de estudo a extens??o e a forma????o inicial em Educa????o F??sica. A Universidade vem passando por diversas transforma????es no sentido de aligeirar a forma????o e dissocia-la da pesquisa e, principalmente, da extens??o. Para dar conta buscamos realizar diagn??stico de como vem sendo desenvolvidas as atividades de extens??o nas Universidades/Centros Federais de forma????o em Licenciatura em Educa????o F??sica do Rio Grande do Sul (da Universidade Federal de Santa Maria/UFSM, Universidade Federal de Pelotas/UFPel e Universidade Federal do Rio Grande do Sul/UFRGS) e qual a contribui????o da extens??o para a forma????o de professores. Utilizamos como procedimentos pesquisa bibliogr??fica, pesquisa documental e pesquisa de campo. Foram utilizados os relat??rios finais das a????es de extens??o desenvolvidas no ano de 2011 e entrevistas semiestruturadas com nove professores e 17 acad??micos participantes das a????es. O processo anal??tico das fontes documentais pautou-se na an??lise de conte??do preconizada por Bardin (1977) e decorreu a luz das contribui????es de Saviani (1996), Mazzili (2011), Botom?? (2001), Castro (2004) entre outros. Os resultados revelaram que um n??mero consider??vel de a????es de extens??o ?? de car??ter assistencialista. A indissociabilidade ainda tem dificuldades para se efetivar dentro das universidades. Por??m, apesar da desarticula????o, a extens??o ainda se constr??i como um espa??o importante para a constru????o dos saberes educacionais necess??rios para a forma????o de professoresThis dissertation, linked to the Research Line Memory Culture and Society Postgraduate Program in Physical Education, of Federal University of Pelotas has as subject of study the extension and initial formation in Physical Education. The University has been undergoing diverse transformations as meaning lighten the formation and dissociate it of the research, and especially of the extension. To give an account we seek to accomplish diagnosis of how has been developed the extension activities in Universities/Federal Centers of formation in Licenciatura in Physical Education from Rio Grande do Sul (Federal University of Santa Maria/UFSM, Federal University of Pelotas/UFPel and University Federal of Rio Grande do Sul/UFRGS) and the contribution of the extension to the formation of teachers. We use proceedings as literature research, documental research and field research. We used the final reports of the extension actions developed in 2011 and semi-structured interviews with nine teachers and 17 students participants of the actions. The analytical process of documentary sources was based on content analysis proposed by Bardin (1977) and held the light of the contributions of Saviani (1996), Mazzili (2011), Botom?? (2001), Castro (2004) among others. The results revealed that a considerable amount of extension actions is of character assistentialist. The indissociability is still struggling to become effective within universities. However, despite the disarticulation, the extension still is constructed as an important space for the construction of educational knowledge needed for teacher educatio