<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762025000100104</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2025v23e69572</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Relacionalidade e afetividade na formação de professores: contribuições espinosistas para abalar o ideal moderno de subjetividade]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationality and affectivity in teacher education: spinozist contributions to disrupt the modern ideal of subjectivity]]></article-title>
<article-title xml:lang="es"><![CDATA[Relacionalidad y afectividad en la formación de profesores: contribuciones espinosistas para cuestionar el ideal moderno de subjetividade]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bogéa]]></surname>
<given-names><![CDATA[Diogo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Márcio Francisco Teixeira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UERJ  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762025000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762025000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762025000100104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Este artigo demonstra que o ideal moderno de subjetividade - o sujeito único, centrado, individual, idêntico a si mesmo e essencialmente racional e consciente - segue regendo as políticas curriculares para a formação de professores. Assim, a fim de evidenciar nosso ponto, abordaremos as mais recentes Diretrizes Curriculares Nacionais para a formação de professores, de 2024. Em seguida, traremos em nosso auxílio a ontologia relacional de Espinosa, bem como seu conceito de afetividade, o qual nos permite pensar uma outra experiência existencial para além do ideal moderno de sujeito, isto é, uma existência relacional e afetiva. Apostamos na ontologia relacional espinosista como possibilidade de compreender e experimentar a formação de professores e a prática docente em uma lógica de abertura à imprevisibilidade, para além das prescrições curriculares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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&#8217;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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo sostiene que el ideal moderno de subjetividade - el sujeto único, centrado, individual, idéntico a sí mismo y esencialmente racional y consciente - sigue orientando las políticas curriculares en la formación docente. Para fundamentar nuestro planteamiento, analizamos las más recientes Directrices Curriculares Nacionales para la Formación de Profesores, de 2024. A continuación, recurriremos a la ontología relacional de Espinosa y a su concepto de afectividad, que nos permite pensar una experiencia existencial más allá del ideal moderno de sujeto, es decir, una existencia relacional y afectiva. Apostamos por la ontología relacional espinosista como una posibilidad para comprender y experimentar la formación docente y la práctica pedagógica desde una lógica de apertura a la imprevisibilidad, más allá de las prescripciones curriculares.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[relacionalidade]]></kwd>
<kwd lng="pt"><![CDATA[afetividade]]></kwd>
<kwd lng="pt"><![CDATA[Espinosa]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[relationality]]></kwd>
<kwd lng="en"><![CDATA[affectivity]]></kwd>
<kwd lng="en"><![CDATA[Spinoza]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[relacionalidad]]></kwd>
<kwd lng="es"><![CDATA[afectividad]]></kwd>
<kwd lng="es"><![CDATA[Espinosa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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