The transformations that the world is undergoing in economic, educational, social, political and cultural matters, together with the great advances in science, technology and information in these times has produced a new socio-historical context where human society must every day assume the changes and challenges imposed by the information and knowledge society.
All these changes have impacted the university educational system in the world, establishing a new philosophical conception in teachers and in higher education institutions. This reality leads to the emergence of new requirements and management practices for teachers, to respond efficiently and effectively to the changes we are experiencing today in this sector.
The conception of the teacher as a Cultural Axiological Manager of social transformations is developed, it has the mission of seeking that the student's education is focused on human and social values and not only on knowledge, since the formation of the individual must be deep and sensitive to social commitment, conservation and respect for cultural diversity and the environment, personal improvement through self-learning, strengthening self-esteem and developing an appreciation for art in all its manifestations.
Introduction
The best teacher is one who tries to do in himself what he tries to do in others. (Demosthenes)
The transformations that the contemporary world is experiencing in economic, social, political and cultural matters, coupled with the great advances in science and technology in these times has produced a new socio-historical context, where human society must assume the new ones every day. challenges imposed by the information and knowledge society.
These demands caused by this new knowledge society have touched universities and all their members in the world, and particularly in Latin America and Venezuela, all these continuous processes of change have produced the need to formulate a new vision, on the role of teachers and the challenges they must take on as universities in the 21st century.
This situation deserves special attention since the role of the teacher in the 21st century will be increasingly complex; It is important to emphasize that it must respond to its own historical-cultural specificity and the geographical spaces that surround it in the ethical, political, cultural, economic, and legal dimensions that are within its competence; In this sense, we can point out that the university and teachers have the mission of being at the service of the interests of the country, this in order to promote changes and development for the search for the collective welfare of society.
The continuous challenges in a social context dominated by the discourse of globalization; For this reason, it is necessary for the teacher to assume a critical attitude from his own epistemological training and research culture.
The university has future challenges, but the first thing to attend is and will be its present; the university has changed throughout history, motivated by the fact that it cannot remain unchanged, since this is a sign of death; the inert remains and will always remain indifferent. What has life necessarily needs to align itself with the constant movements that are generated by the social and educational dynamics of each country, and in particular the Venezuelan case, where we live a paradigmatic transition stage in the theoretical - practical conception of the way of life.
This new Venezuelan reality has the intention of revolutionizing a new university culture based on new teaching, managerial and technological practices, which seeks to stimulate human talent, their cognitive abilities, strengthening skills and the creative part, always keeping in mind humanism and creativity. democracy as an engine of change and social transformation.
In this same order of idea, the training of future professionals today constitutes one of the most important and most interesting aspects that teachers and universities should keep in mind, in order to achieve educational excellence; Because the professional of tomorrow should not be the same as that of today, this whole process does not only fall on the university, but the teacher also has responsibility for the integral development of university professionals.
In other words, postmodern society requires teachers every day with a greater epistemological budget, willing to assume the diversity of knowledge, leadership, be more creative and innovative to facilitate the teaching and learning process, in this way adapt to the new vision of the 21st century university.
Let's see the teacher as a man not as an object, that subject, a paradigm exposed to his continuous human development that is located at a deeper level of essentiality, this level guarantees the search for the main causes and needs for transformation and change in the society. This complex process, due to its own human nature, will be systematically enriched if it is adjusted to a spiral process where divergent and creative thinking goes from abstraction to conscious action and practical activity in the face of new situations of search for solutions in the teaching process - learning from the philosophical vision the understanding, explanation and interpretation in his new role as a teacher in the socialism of the XXI century.
Vision of the role of the teacher in the XXI century
The change in the concept of the role of teacher in the 21st century has enormous implications in the modern world both at a global, regional and local level, competitiveness for knowledge has produced the need to introduce a new man with more cognitive, human competence. In order to effectively articulate the phenomena that occur in the knowledge society, let us review this new role of the teacher in 21st century socialism from a hermeneutical perspective:
The "Classical" Hermeneutics
As a philosophical discipline it was specially developed by F. Schieirmacher and W. Dilthey. According to W. Dilthey, Hermeneutics is not only an auxiliary technique for the study of the history of literature and the "sciences of the spirit", but it is a method that allows to establish the universal validity of historical interpretation.
From a philosophical point of view, the line of research started by Dilthey in the 19th century and which was projected through neo-Kantianism (Windelband, Richert) and Weber, has been continued by Gadamer, Ricoeur and Habermas.
The "Modern" Hermeneutics
Gadamer has been concerned with overcoming both the classical hermeneutics of the interpretation of texts, and the romantic hermeneutics of Schleiermacher and Dilthey, through phenomenological research.
The "Postmodern" Hermeneutics
As a science, it is what we want to build, where man is the essence of the discussion for the understanding, explanation and interpretation of new historical moments.
The hermeneutical interpretation should not be seen only as a conceptual dissection of the research object, but also as a science applied by the teacher for the understanding, explanation and interpretation of its human dimensions and the dialectical evolution in the modes of production according to Marx., explanation and scientific interpretation arises from the trend historical study of what is desired to investigate, in a context and with an objective intention, not detached from that complex world of relationships that is revealed from every text and context, it is necessary, above all, a humanistic interpretation before any scientific position, man is the protagonist of all changes in humanity.
Hermeneutics as a science of understanding, explanation and interpretation proposes new theoretical foundations to analyze the human relationships that the being needs, to expand its worldview in the educational context and in this way open the dialogical need for new forms of understanding about meaning of reality as diverse and complex.
Hermeneutics in principle would mean the art of interpreting sacred books but this is not its exclusive meaning - remember that this science continues to be considered virgin - its continuity in historicity (as an infinite time), accounts for hermeneutics and how it serves us to accept interpretation as a process of rupture in the unintended effects of an interpretive order of univocity.
The exposition of this criterion seems to us one of the new conditions that the teacher must have in the exercise of their academic tasks to achieve the critical construction of knowledge in the educational dimension.
From the philosophical perspective of hermeneutics, there is an important paradigmatic change in the role of the teacher, because it will become a manager of critical knowledge in the face of social events that is experienced in Venezuelan society.
According to Herder the hermeneutical model, it must establish the connections between language, reason and humanity. In the way of being of humanity, it finds a privileged horizon in the intentions of the human being, this way of being of humanity has its most developed form of expression in daily practice.
We share Herde's position when he states that the human being needs the interconnection of these three components to seek to understand the development of daily human practices because in this way the human being will have a more critical capacity in the face of the challenges posed by society.
Teacher competences of the XXI century.
The world is experiencing constant changes, changes that we are witnessing day by day, these various social, political, technological and economic processes are producing in the international, national and local labor market with new professional competition, where the new university teachers of the 21st century They must bring together a series of characteristics, skills and experiences to achieve a suitable space in this information, knowledge and human talent society.
In the midst of these great advances, the educational world of work has changed its scheme, every day it becomes more complex and explosive, because the demands and Standards in university educational quality need to have a management team within its organizational structure, has proactive, efficient, creative professionals who accept the changes and challenges of new practices and the demands of the global labor market.
In our view of the 21st century teacher, they must possess a set of competencies such as:
• Ethics and values
• Hermeneuta
• Autodidact
• Self-critical
• Communication
• Leadership
• Systemic vision
• Teamwork
• Knowledge of ICT
• Empathy- Synergy.
• Learning.
• Motivation
• Continuous and Situational Learning.
• Humanist
• Facilitator and not a knowledge hinder
• Orientator towards transformations.
• Accompanying the student throughout the teaching-learning process.
In addition to these skills, the so-called specialized skills proposed by De los Rios, D.; Herrera, J.; M.Letelier and others (2000) Paradigms and professional skills page 113.
Specialized Competences
to. Review, criticize, formulate or modify learning objectives.
b. Explore the needs and interests of your students.
c. Define and describe the contents of a teaching activity for their specialty and set prerequisites for subjects.
d. Select and prepare didactic material for teaching activity and design a learning evaluation system.
and. Adapt the relationship between practical and theoretical activities.
F. Engaging students in setting up learning units and analyzing assessment results on their students' learning.
g. Evaluate the teaching process as a whole.
h. Promote study habits appropriate to the profession of their students.
These general and specialized competences must be present in the teachers of the future who aspire to be effectively incorporated into the process of change and transformation to the new labor market in the information and knowledge society.
It is important to highlight that to this, other factors must be added that will stimulate the combination of success between the parts that involve the teaching and learning process, as a strategy of commitment, equity, social relevance and social co-responsibility.
The new society of information, knowledge and human talent, highlights the importance of the value of knowledge, both tacit and explicit, this has led universities and their people to rethink and build effective strategies to attract the best with the aim of strengthen and become more competitive to position itself effectively in the academic world.
Universities today are experiencing changes and particularly in the Venezuelan case, the product of a new philosophical conception that is beginning to take shape due to the new revolutionary process and the new vision of the national educational model.
For this reason, the new Venezuelan reality requires national and private universities to all teachers to dismantle the old traditionalist vision to make way for the new revolutionary proposal that is based on the third engine that is moral and lights education with socialist values. Its implementation comes to firmly stop the process of social decomposition that Venezuela has suffered, as a result of the lack of a civic and humanistic education system that would have led us to have a model of society in which the quality of life had priority of citizens above commercial criteria.
For Luis Acuña, Minister of Higher Education of the Bolivarian Republic of Venezuela, the third engine “seeks that people unlearn the anti-values of the capitalist system such as individualism, and cultivate solidarity and respect for human life. That is Moral y Luces: a new conception of life based on values ”. These perceptions are what have led us to begin to develop new ideas and we are sure that in order to dismantle the anti-values we have to use the understanding of reality, in order to interpret the changes proclaimed by the philosophy of 21st century Socialism.
In this new context, higher education teachers in Venezuela must have as a philosophical premise the moral value as a source to perfect man in terms of being a man, in his will, in his freedom, in his reason, moral value will lead us to build a more critical and humane man.
Conclusions
1. Hermeneutics allows penetrating the essence of the processes and phenomena of nature, society and thought by offering a methodological instrument for their interpretation from levels of understanding, explanation and interpretation that develops the reconstruction of knowledge for its application in the social praxis.
2. This new role the teacher must take into account hermeneutics in its two development perspectives:
• The totalizing interpretation in our case of the subject that ranges from its preliminary knowledge to its observation, understanding, explanation and interpretation in approaches and theories.
• The detailed vision of its components or configurations that reveal its main features, qualities and essential relationships, but always from that global perspective of that subject.
• The 21st century teacher must be a knowledge manager, shared where the parties involved in the teaching and learning process are managed through empathy and synergy.
• This teacher must possess general and specialized skills in order to effectively stimulate the shared teaching and learning process.
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