Función onto-epistémica del pensamiento crítico en la formación docente

This article is the product of research with undergraduate professors of the education department of the National Experimental University "Simón Rodríguez", Ciudad Bolívar nucleus. Its main objective is to analyze the onto-epistemic function of critical thinking in teacher training. It is important to note that teacher training begins with undergraduate studies, which will be consolidated later with work experience and the various training and updating courses and studies carried out by the teacher. It is inserted in the interpretative paradigm, from a qualitative approach and under the phenomenological-hermeneutical method. 15 teachers participated individually through a semi-structured interview. Among the results, it was found that the ontoepistemic function of critical thinking would facilitate the generation of their own and new knowledge in learners. Every day, human beings without thinking about it have been leaving aside that condition or art of thinking critically and reflectively, which is totally disconnected from their interior; that is, the process of self-knowledge, which will allow you to connect with your inner being and the subsequent awakening of your consciousness. Conclusion: it can be very helpful within the training process, because it facilitates the development of skills to analyze and question ideas and theories from different points of view, both individually and collectively