The article aims to demonstrate the social semiotics reconstruction of the educational activity based on the meaning and significance assigned by secondary school teachers, members of two educational institutions from Barquisimeto, Venezuela. The research was based on the qualitative approach of the interpretative paradigm, addressed from a phenomenological and hermeneutic perspective. Diverse oral speeches of social actors, who were selected in an opened and flexible manner, were obtained by means of an in-depth interview. By adopting an emerging and creative design, it was carried out an hermeneutic analysis, and we obtained diverse categories, among them we stand out: the vision of being a teacher; the process of being a teacher over time, the vocation of being a teacher in practice; mirrors to present themselves, putting up the image of a teacher; the beliefs of the teacher and other...

This article has like a purpose to project the social semiotic reconstruction of the educative reality since the meanings and senses that teachers from educative institutions of medium education from Barquisimeto city in Venezuela, assigned. The study was located in the qualitative approach of the interpretative paradigm, observed since the phenomenological and hermeneutic. Through the deep interview, oral discourses from social actors were obtained; they were selected in an open and flexible way. Adopting an emergent and creative design, it was done a hermeneutic analysis where different categories were obtained, categories such as: the vision of being a teacher; the fate of being a teacher in time; the called vocation to be a teacher in the practice; mirrors to project oneself; building the image of a teacher; the spiritual posture of a teacher among other. In a reflecting way, this st...