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The intention of this book is to achieve a theoretical framework of knowledge, generating a theoretical approach to environmental ethics from the perspective of university teachers. With a methodological corpus framed in the Interpretative paradigm, under the qualitative approach and phenomenological method. The semi-structured interview technique was used with four (04) key informants to understand the reality of university teachers; the interpretation of the data was carried out through discourse analysis, coding, and categorization to continue with triangulation (informant-theoretician-researcher). The results revealed by the key informants allowed for the obtaining of the necessary elements to generate a theoretical approach, understanding that environmental ethics is a rational act in which an action is performed after having analyzed, inquired, investigated, and reflected, in order to do so in the best way possible, taking into account values, morals, and norms.
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