HERMENEUTICS OF COMPLEX THOUGHT: A DECONSTRUCTION OF TEACHING SKILLS IN THE UNIVERSITY CONTEXT

Abstract

Contemporary universities face a crisis of foundations in which traditional teaching skills have become mere instrumental technicalities. In the Venezuelan context, systemic uncertainty deepens this crisis and requires a teacher who not only knows how to communicate, but also how to understand. The fundamental objective of this article was to analyze university teaching skills from a deconstruction perspective and from Edgar Morin’s complex thought. Methodologically, it was conducted under the interpretative paradigm, with a qualitative approach, using the hermeneutic method described by Martínez (2013). Through documentary review, an intentional sample of fifteen (15) bibliographic sources published between 2020 and 2025 was constituted, distributed into an international block and a national block (Venezuela). These were processed through a hermeneutic triangulation matrix consisting of six analytical dimensions, applying hermeneutic content analysis complemented by deconstruction as a critical step. The findings reveal a rupture of the traditional paradigm centered on disciplinary transmission, with emerging categories such as terotecformation, spiritual intelligence, and knowledge management in uncertainty. It was evidenced that, while the international context prioritizes the ethical integration of Artificial Intelligence and University 4.0, the Venezuelan context redefines teaching skills as an act of courage and resilience in the face of systemic precariousness. Finally, the deconstruction of the teaching role allows a transition from a static “pedagogue” to a transcomplex facilitator who recognizes the student as a multidimensional subject within a constantly transforming planetary village.