This research analyzes the ethical concerns that animate constructivist pedagogies; who promote freedom as an experience and social fulfillment. Procedures are promoted that, based on the recognition of human rights, promote just societies. They highlight the principle of reciprocity, responsibility for life that is shared with others, the dialogic validation of otherness, as practices in favor of emancipation. We promote epistemologies capable of considering the complexity of reality, ethically assuming service to communities. It is a bibliographic investigation from the rationalist-deductive approach.