This article analyzes the repercussions of the implementation of Resolution No. 7/2018 of the CNE/CES (National Council of Education/Higher Education Council), which mandated that a minimum of 10% of the total course load be allocated to extension activities in the Pedagogical Plans of Law courses at Federal Universities. The investigation began with the hypothesis that this regulation seeks to transform the traditional model of legal education. The general objective was to understand how the curricular rearrangements promoted respond to the purpose of integrating teaching, research, and extension in an interdisciplinary and socially committed manner. To this end, an empirical methodology was adopted to investigate the universe of 69 (sixty-nine) Brazilian Federal Universities with law courses, based on a comparative analysis of their Pedagogical Projects. The results indicate that less than half of the federal law courses have implemented the "curricularization" of extension activities, and when they have, the process has not produced substantial changes in the traditional educational model. Thus, a predominance of curricular choices that subverted normative intent was observed, highlighting the persistence of limits to the transformation of the profile of legal education in Brazilian federal universities.