Abstract
This experience report draws on the research and extension project "The City as a Learning Space: innovative pedagogical practices for the promotion of citizenship and sustainable social development", developed by the Digital Education Research Group (GPe-dU) at Universidade do Vale do Rio dos Sinos (UNISINOS/CNPq) between 2019 and 2022, funded by Fundação Carlos Chagas and Itaú Social. The text examines the irreplaceable role of university extension projects in the continuing education of public-school teachers, particularly in contexts of social vulnerability and extreme situations, such as the COVID-19 pandemic, that demand high resilience from educational communities. Based on the project's outcomes, the paper argues that the articulation between university, public school, and community creates a hybrid and connective learning ecosystem in which teachers are empowered to reinvent their pedagogical practices with the appropriation of digital technologies. Furthermore, this extension dimension is shown to be especially strategic for institutions in the process of implementing Pedagogy and teacher-training programmes, as is the case in several IFRS campuses, since it strengthens territorial bonds, legitimises the institution's presence in the community and contributes to educating future teachers who are attuned to local realities.