A epistemologia freireana dos cadernos reflexivos e de ação

In contrast to traditional models of teaching and research, centered on a transmissive and prescriptive logic of knowledge, the Reflective and Action Notebooks emerge as a methodological and pedagogical tool. By opposing the verticalized idea of a manual, they enhance listening, participation, and the collective construction and interaction of knowledge. This study aims to present and discuss how the Reflective and Action Notebooks, developed within the framework of the Culture Circles, constitute formative, dialogical, and investigative strategies for the collective construction of knowledge, considering the dynamics of action–reflection–action. The research seeks to understand how these Notebooks are structured and how they contribute to the construction of knowledge based on participation, dialogue, and the problematization of reality, linking Freirean epistemology to Latin American thought and to the traditions of action research and participatory research, both guided by ethical and human values. The elaboration of the Notebooks results from a systematic study process developed by the Extension Project Dialogues on Paulo Freire and Popular Education – Lefreire, linked to the Faculty of Education of the State University of Rio Grande do Norte (FE/UERN). This project integrates the foundations of Freirean pedagogy with multiple research methodologies that dialogue with its principles. The results show that these Reflective and Action Notebooks, by recording experiences, reflections, exchanges of knowledge, and emerging local themes, become living research tools, capable of articulating theory and practice and fostering the production of knowledge rooted in the social and cultural reality of the participants involved..