Pedagogy as an educational science, focuses its study on the methods to develop the pedagogical act with the purpose of generating theory and programs that guide the educator towards the transformations that education requires to respond to the society that one wishes to build. In this conjuncture moment that the country is experiencing, the pedagogical actions of the university teacher have been questioned and debated by some authors in various settings and contexts In the university environment, a discourse oriented by educational and pedagogical currents tending to the reproduction and perpetuation of knowledge has been evidenced, tight when explaining, describing, and interpreting, as expressed by: Bonilla-Molina, Candelas, Damiani and Bolívar and Freire. The Bolivarian University of Venezuela (UBV) has not escaped from this context. Therefore we are located in this, as a research scenario with the intention of constructing theoretical-critical references on the pedagogical discourse of the educator, oriented towards an emancipatory praxis. Opting for the interpretive paradigm, since it emphasizes the understanding and interpretation of the pedagogical discourse from the meanings of the subjects involved, studying their beliefs, intentions, motivations, among others, not directly observable, nor susceptible to experimentation. For this, the necessary theorization oriented to the resizing of pedagogical praxis, towards emancipation, was relevant to us, in such a way that substantive theory was constructed, the central categories constructed, generated or emerging from the interpretation and understanding of the meanings emerged from the light of the categories and subcategories, after a long process called, selective coding. Likewise, the cogestive category is incorporated, referring to: Raising awareness, undertaking, contextualizing and constructing a counter-discourse as praxis and a praxis as counter-discourse.