O afeto na educação a partir da perspectiva de Baruch Spinoza

Abstract

This Undergraduate Thesis aims to analyze how affects permeate educational practice, investigating how teachers' actions affect the construction of knowledge and contribute to the development of students as active subjects in this process, based on the concept of affect proposed by the philosopher Baruch Spinoza. This exploratory research, adopting a qualitative approach, was conducted through a bibliographic review, drawing upon theoretical contributions from the fields of education, philosophy, and psychology concerning the relationships among affect, learning, and pedagogical practice. Throughout the study, affect is understood beyond immediate emotional manifestations, being conceived as a constitutive element of human relationships and of the educational process. In this regard, the study discusses the implications of teaching practices in producing experiences that may enhance or limit students' learning, autonomy, and participation. The findings indicate that the affective relationships established within the school environment play a fundamental role in students' cognitive, social, and human development, highlighting the importance of pedagogical practices committed to a critical, sensitive, and humanizing education.