Educação e Afetividade: reflexões sobre uma possível prática pedagógica à luz da filosofia de Benedictus de Spinoza

Abstract

Benedictus de Spinoza is considered one of the rationalist philosophers who broke with the dualism arising from ancient and medieval philosophy. Therefore, through his systematic treatise Ethics and Affective, Spinoza inaugurates a theoretical and practical philosophy, especially political, theological, ontological and epistemological. Thus, this research has as its basic principle to investigate and reflect through a bibliographical research based on books such as Ethics in the Manner of Geometers, Treatise on the Correction of the Intellect (TIE), Spinoza as an Educator by Louis Rabenort, the relationship between affectivity and a possible pedagogical practice. In fact, it is known that education has been a challenging and broad topic today, as it has undergone several changes over the years, mainly with regard to curricular teaching practices and how students have behaved in this process. For Spinoza, individuals are permeated by affects and they can be considered active or passive affects. Active affects are those that can increase our power to act in order to produce happy encounters. In other words, passive affects, which can produce sadness, are those that can diminish our power to act in the world, and consequently lead this individual to a state of servitude to his or her affects, and thus, he or she will encounter bad encounters. Given this situation, when thinking about affective education, are we thinking about an alternative that can lead this student this educator, to an education focused on freedom? Or what would an education according to Spinoza's concepts focused on human freedom be? And how can an education permeated by affectivity contribute to a possible pedagogical practice? Given this problematization, we will investigate through Spinoza's concepts under a glimpse of a joyful, powerful, autonomous and active education in the world