Aspectos éticos del docente en la enseñanza del derecho

The reflection process allows us to establish the question: what are the ethical components that can guide and complement the role of the law teacher? Teaching law involves the theoretical concepts of dogmatics, its schools and its evolution, however, the process remains incomplete because there is no link between law, ethics and politics as suggested by Kennedy (2007) neither a capability-focused approach according to Sen’s (1996) assumptions. The objective of this article is to describe aspects of social justice in the teaching of law and the capacities approach, it also seeks to reflect on the work of the law professors and their ethics. Some lines of philosophical and bioethical thought are proposed through interpretative documental research; the reflective process is established through the information obtained and analyzed in texts and articles of indexed journals from the critical analysis of discourse. A main conclusion that stands out is the importance of establishing criteria that allow complementing the work of the traditional teaching of law, such as the ethics of social justice for the less favored, humanitarian aid, the teacher-student emotional bond and the