Resumo

BOGEA, Diogo  e  OLIVEIRA, Márcio Francisco Teixeira de. Relationality and affectivity in teacher education: spinozist contributions to disrupt the modern ideal of subjectivity. e-Curriculum [online]. 2025, vol.23, e69572.  Epub 11-Ago-2025. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2025v23e69572.

This article demonstrates that the modern ideal of subjectivity-the unique, centered, individual subject, identical to itself and essentially rational and conscious-continues to shape curricular policies for teacher education. To support this claim, we examine the most recent National Curricular Guidelines for Teacher Education, from 2024. Next, we will draw on Spinoza’s relational ontology and his concept of affectivity, which allows us to conceive of an existential experience beyond the modern ideal of the subject-that is, a relational and affective existence. We embrace Spinozist relational ontology as a means to understand and experience teacher education and teaching practice through a logic of openness to unpredictability, going beyond prescriptive curricular frameworks.

Palavras-chave : curriculum; teacher education; relationality; affectivity; Spinoza.

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )