Publisher's Synopsis
The present research work seeks to identify and describe the didactic role of the teacher in the teaching of ethics at the high school level. With a qualitative approach; of an exploratory-descriptive type, studying a sample of twenty high school students, four teachers and a principal; applying the techniques of: interview, questionnaire and observation grid, five methodologies were analyzed; community work projects, debates, collaborative work, case studies and Problem based learning (PBL). The data obtained show that the role currently played by the ethics teacher is one of commitment to his or her work; however, even though many of the teachers have the aforementioned technical training and know the benefits of applying them, they do not carry them out. It was found that these methodologies contribute to the students' interest in the study of ethics and that they should be taught in a critical and participative manner to achieve an internalization of values in the students. Likewise; that students maintain interest in the problems of their community to a greater degree, when they live community experiences finding sense to be ethical.
