ETHICAL CONSCIOUSNESS IN UNIVERSITY ORGANIZATIONS: A STUDY FROM PRAXIS AS CONTINUOUS TRAINING

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datacite.alternateIdentifier.citationREVISTA INCLUSIONES,Vol.5,179-195,2018
datacite.creatorAnnia G, Maria Eugenia
datacite.creatorVillalobos Antúnez, José
datacite.creatorRomero Pabon, Julio Cesar
datacite.creatorRamirez Molina, Reynier Isarel
datacite.creatorRamos Martinez, Yanelis
datacite.date2018
datacite.subject.englishConsciousness
datacite.subject.englishEthics
datacite.subject.englishTraining
datacite.subject.englishOrganization
datacite.subject.englishReality
datacite.titleETHICAL CONSCIOUSNESS IN UNIVERSITY ORGANIZATIONS: A STUDY FROM PRAXIS AS CONTINUOUS TRAINING
dc.date.accessioned2021-04-30T16:59:12Z
dc.date.available2021-04-30T16:59:12Z
dc.description.abstractThis article is a study about the experiences of one of the perspectives reached as part of a previous and extensive research work carried out at the Rafael Belloso Chacin University (URBE), Maracaibo, Venezuela. Its purpose is to analyze the ethical conscience that in an organizational sense is presented in said University as a continuous construction process. The result of the work is that the university generates self-knowledge based on praxis as it is lived by the subjects per se from a determined, existent and dynamic educational organizational reality. Through the application of instruments and techniques of phenomenological qualitative research, a dialogical design around the experiences reached with the participants of the study, together with the application interpretation strategies of the Heidegger. s phenomenological hermeneutics, it is concluded that the formation of the ethical conscience is a constant construction. In the phenomenological scope of the analyzed organizational experience, it is observed that this consciousness as such manifests as a reality proper to the subject that from his dialogical experience shows his worldview of being in the world conceiving himself as another. This finally leads to the realization of a community of concrete dialogue. In phenomenological terms, each subject projects their own being as another, in the horizon of an educational praxis as a conscientizing praxis.
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/3711
dc.language.isoes
dc.publisherEDITORIAL CUADERNOS SOFIA
dc.sourceREVISTA INCLUSIONES
oaire.resourceTypeArticle
uct.catalogadorWOS
uct.indizacionESCI
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