the INVISIBLE ROOTS of TEACHING: A Theory on What, Unseen, Underpins Act Teaching

Dr. Leidys Karla Caro Araujo is a researcher in the field of elementary education affiliated with the Libertador Experimental Pedagogical University (UPEL). Her doctoral dissertation, titled *The Praxis of the Elementary School Teacher: A Pedagogical-Philosophical Vision as Sensible Appearances*, sought to develop emerging theoretical elements regarding teaching practice based on the direct experience of teachers.Her research was conducted using a qualitative, interpretive paradigm, with a phenomenological methodological process grounded in hermeneutics, following the approach proposed by Martínez (1996), and structured into four phases: preliminary, descriptive, structural, and final. Through in-depth interviews with elementary school teachers, she sought to understand and interpret-through the voices of the educational actors themselves-the meanings and significance underlying the praxis of teaching.Among the most significant contributions of her research is the distinction between teaching understood as a replicable technique and teaching understood as praxis-a reflective, conscious act imbued with intentions, values, and emotions-in the sense that Aristotle attributes to action as an end in itself.