Papel de la ética en la formación del docente universitario y sus implicaciones en el compromiso institucional en Venezuela

Abstract

This article addresses the structural problems derived from the philosophy of the Enlightenment that served as the basis for Western culture, particularly the thinkers René Descartes, Francis Bacón, Isaac Newton, David Hume and Charles Darwin, among others, on which the training is based. of the Venezuelan university professionals; thought built in Europe from the 15th century onwards and imposed on America through the colonizing-civilizing project, generating a subjugation of being, knowledge and power; and conjunctural problems, among which the crisis in the country and the Corona Virus pandemic stand out, which together influence a sector of university teachers that has lowered their ethical-institutional commitment. This Eurocentric-Occidentalist episteme, renovated, was and is administered by UNESCO after World War II, resulting in a university professional with fragmented, linear, mechanistic and technical-instrumental thinking and with easy positions moved more by having to by being. The weight that ethics has in the training of the university professional for the development of values ​ ​ of solidarity, humanists, good and virtue is exposed; and onto-epistemological, axiological, teleological, pedagogical and didactic elements are proposed for the training of the Venezuelan university professional.