摘要：This paper addresses teacher training at the Universidad Pedagógica Experimental Libertador-Instituto Pedagógico de Maturín (UPEL-IPM). The research was aided by ethnography, to justify the choice of key informants, which in this case were a total of seven (7 ), who took the subject Phase Ida of the tenth semester and whose practice was carried out at the Liceo Bolivariano “Victoria Ramírez Molinos, from Monagas State, Venezuela. In this research, teacher training at UPEL-IPM was considered as a social construction, due to Because it is the result of a complex dialogical process of collective constructions generated through the live discourses produced by the informants. Of course, these social constructions come from a set of real, symbolic and imaginary actions of the informants. The most outstanding conclusions stand out: 1) The emphasis on the duty to be and not on being is appreciated; which shows a cultural platform of its epistemic community, 2) The testimonies reflect a university with clarity of mission and vision, in its theoretical foundations; but in practice a decontextualized institution is presented, marked by a break in its historicity, out of tune with the social reality in which it is immersed. The rationality with which some elaborate the discourse is an expression of a logic of domination, which reflects a communication barrier expressed with little vocabulary and little fluency in terminologies typical of the educational field.Key Words:
关键词：Higher professional training - Teaching and training- UPEL-IPM- Academic teaching staff - ethnography.
