Abstract
This article discusses the university extension and its role of public policy of intervention education for social transformation. It analyzes the implications on development from the theoretical assumptions of Freire’s dialogue and the concept of local development. It is anchored in a qualitative approach and mobilizes the analysis of project design in the 2013/2015 period, on a university campus in the interior of Sergipe State, Brazil. Results revealed the lack of dialogue with the local communities generated in the process, contradicting the transformative relationship between the university and the local society that it is expected that the extension projects and programs can promote, besides the presence of tension in this teaching practice.
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