The present scientific article aims to analyze a formative experience developed with Physical Education undergraduates in the university extension project "Maranhense Dances and Gymnastics for All" (GFA) at a public university in the interior of Maranhão, Brazil. We conducted a case study based on a qualitative research approach, gathering reports from project participants who attended weekly workshops lasting one hour over a period of 12 months. The activities proposed in the GFA are linked to sustainable development, from the perspective of a more inclusive, equitable, and socio-educational education, with a focus on gender equality, creativity, and the appreciation of regional culture. The analysis of participants' testimonials in the project revealed that, despite none of the future teachers having any prior experience with gymnastics, they all aim for a greater dialogue with the gymnastic universe in their teacher training. This is in order to enhance the appreciation of regional knowledge and cultures within society at large, for physical, social, and cognitive maintenance. The results underscore the importance of projects involving gymnastics as alternative extension activities that foster learning beyond the university context.