<?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>2631-2786</journal-id>
<journal-title><![CDATA[Revista Científica UISRAEL]]></journal-title>
<abbrev-journal-title><![CDATA[RCUISRAEL]]></abbrev-journal-title>
<issn>2631-2786</issn>
<publisher>
<publisher-name><![CDATA[Universidad Tecnológica Israel ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2631-27862021000200081</article-id>
<article-id pub-id-type="doi">10.35290/rcui.v8n2.2021.374</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Filosofía universitaria: una corriente para la construcción de significados en la formación de formadores]]></article-title>
<article-title xml:lang="en"><![CDATA[University philosophy: a current for the construction of meanings in the training of trainers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez González]]></surname>
<given-names><![CDATA[Henry Jose]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piña Madueño]]></surname>
<given-names><![CDATA[Duglas Ramón]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez González]]></surname>
<given-names><![CDATA[Juhenni María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Experimental Rafael María Baralt  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Venezuela</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Experimental Rafael María Baralt  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Venezuela</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Experimental Rafael María Baralt  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Venezuela</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<volume>8</volume>
<numero>2</numero>
<fpage>81</fpage>
<lpage>92</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2631-27862021000200081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2631-27862021000200081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2631-27862021000200081&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  La educación es concebida como una filosofía orientada a los procesos formativos, donde los desconocimientos de quienes ejercen la profesión docente se han visto descontextualizada de sus fines, cuyo propósito fue develar la filosofía universitaria como una corriente para la construcción de significados en la formación de formadores. Esta investigación se orientó en los autores Castells (2009), Monge et al., (2003) con un enfoque cualitativo y fenomenológica, con el uso de entrevistas y un guion, a manera de triangulación. Como resultado, muchos de los docentes hacen uso incorrecto del poder en sus aulas, pues esta actitud conlleva a los estudiantes a realizar sus actividades de forma limitada, puesto que se les impone la estructura, el discurso, entre otros factores cognitivos. Por último, se concluye que las herramientas para un aprendizaje y enseñanza casi nunca conllevan a reflexionar sobre la actuación del docente como del estudiante, por su parte, la formación carece de estrategias para el enseñar a pensar desde el aprender a ser, aprender hacer y aprender a aprender, generando entonces propuestas transformadoras en concordancia con las políticas educativas emanadas por el Estado Venezolano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Education is conceived as a philosophy oriented to formative processes, where the lack of knowledge of those who exercise the teaching profession has been decontextualized from its purposes, whose purpose was to unveil the university philosophy as a current for the construction of meanings in the training of trainers. This research was guided by the authors Castells (2009), Monge et al., (2003) with a qualitative and phenomenological approach, with the use of interviews and a script, by way of triangulation. As a result, many teachers misuse power in their classrooms, as this attitude leads students to perform their activities in a limited way, since structure, discourse, among other cognitive factors, are imposed on them. Finally, it is concluded that the tools for learning and teaching almost never lead to reflect on the performance of the teacher and the student, for its part, the training lacks strategies for teaching to think from learning to be, learning to do and learning to learn, generating then transforming proposals in accordance with the educational policies issued by the Venezuelan State.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[profesión docente]]></kwd>
<kwd lng="es"><![CDATA[filosofía universitaria]]></kwd>
<kwd lng="es"><![CDATA[formación de formadores]]></kwd>
<kwd lng="es"><![CDATA[construcción de significados]]></kwd>
<kwd lng="en"><![CDATA[teaching profession]]></kwd>
<kwd lng="en"><![CDATA[university philosophy]]></kwd>
<kwd lng="en"><![CDATA[training of trainers]]></kwd>
<kwd lng="en"><![CDATA[construction of meanings]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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