Hacia una didáctica de la ética usando el recurso metodológico video

This article attempts to propose and analyze a teaching method for the concept of ethics in initialteacher training, using educational videos as a methodological resource. The research arises fromthe need to move beyond traditional approaches to teaching philosophy, which are characterizedby a one-way transmission of knowledge teacher-student, with little connection to pedagogicalpractice. It addresses the question of how to promote meaningful learning of ethics, integratingreflection on the concept itself and educational action through video. The main objective is to develop and analyze a proposal for teaching ethics based on Guy Brousseau’s Theory of Didactic Situations, incorporating video as a methodological resource to generate formative experiences of reflection and dialogue. The study adopts a qualitative, case study approach with Education studentsat the Catholic University of the Holy Conception in the subject of Philosophy of Education. Basedon the analysis of responses and after viewing films on video, two main categories are constructed: Ethical Action and Pedagogical Action. The results show that the use of video significantly promotesunderstanding of the link between ethics and pedagogy. It is concluded that the proposed teachingof ethics constitutes an innovation for humanizing university education.