Ontoepistemology in the education praxis of community service

Abstract

Introduction. The ontoepistemological paradigm allows examining and analyzing university community service in the educational praxis of different teacher training contexts. Presentation of experience. An analysis of an epistemiological model was carried out in the teaching practice of the community service course at Universidad Nacional Experimental Libertador (UPEL) in Trujillo, Venezuela. A total of 30 key informants participated in the study during the last quarter of 2022. Discussion. The key informants considered that the ontoepistemological model employed was systemic so that in order to function as a whole it must act as a meshed entity. Conclusion. For a successful education praxis of the community service course, an ontoepistemological model is needed that contains multidisciplinarity, reflection, quality, commitment, linkage, and empowerment. These key elements were derived from the experience.