Educación y alegría: afectos en la construcción de un posible diálogo entre Espinosa y Snyders

Abstract

This article is the result of a theoretical and qualitative investigation, based on a conceptual bibliographic survey. In it, the objective was to rescue Spinoza’s dynamics of affections and bring it closer to the relational dimension in educational processes, giving relevance to affections in pedagogical environments. It also draws a dialogue between the Spinozist tradition of thought and the philosophy of education based on joy, a topic debated by Georges Snyders. The conclusion points to the need to revalidate the aesthetic paradigm as a pedagogical vector in which it is possible to conceive affections, joys, and affects, relate them to the development of the sensitive, and take them as the basis of an emancipatory pedagogical praxis.This article is the result of a theoretical and qualitative investigation, based on a conceptual bibliographic survey. In it, the objective was to rescue Spinoza’s dynamics of affections and bring it closer to the relational dimension in educational processes, giving relevance to affections in pedagogical environments. It also draws a dialogue between the Spinozist tradition of thought and the philosophy of education based on joy, a topic debated by Georges Snyders. The conclusion points to the need to revalidate the aesthetic paradigm as a pedagogical vector in which it is possible to conceive affections, joys, and affects, relate them to the development of the sensitive, and take them as the basis of an emancipatory pedagogical praxis.Este artículo es el resultado de una investigación teórica y cualitativa, basada en un levantamiento bibliográficoconceptual. En él, el objetivo fue rescatar la dinámica de los afectos de Spinoza y acercarla a la dimensiónrelacional en los procesos educativos, dándole relevancia a los afectos en ambientes pedagógicos.También establece un diálogo entre la tradición de pensamiento spinozista y la filosofía de la educación basadaen la alegría, tema debatido por Georges Snyders. La conclusión apunta a la necesidad de revalidar elparadigma estético como vector pedagógico en el que es posible concebir afecciones, alegrías y afectos, relacionarloscon el desarrollo de lo sensitivo y tomarlos como base de una praxis pedagógica emancipadora