From the nursing approach, university extension is an educational and transformative processthat facilitates the generation of knowledge in a dialogical and synergistic way, betweenthe academy and the society around health care. These activities are composed of three dimensions:Ethical-political, pedagogical and methodological, which must coexist, in a mannerconsistent with the curriculum, with what must be taught and with the needs posed bythe community.This article aims to identify those foundations that allow these three dimensions to be compatiblein the planning stage, this being the point considered of intersection, where all itscomponents must be aligned to guarantee a project formulated with “social commitment”and that can refl ect “university responsibility”, as the authors understand.From this refl ection we can affi rm that, the educational planning of university extension activities,have its foundations in: the proper training of the teachers who lead the processes, theapplied research function as an articulator of curricular teaching and extensionist learning,the deep knowledge of the community and its socio-cultural territory. Not only to meet theperceived social needs, but to achieve a committed participation of this community, so thatthere is openness to the appropriation of knowledge in a bi-directional manner. e foundations that make it possible to reconcile the dimensions of the planning of universityextension activities, are based on the particularity of contributing to a social transformation,to conceive and develop around the idea of integrality.