Description

This article, a result of research, deals with the self-practices of teachers in intersubjective relationships with students, where their analysis is necessary, for which a qualitative paradigm was followed with a hermeneutic approach and a type of descriptive research. The essential purpose was to reflect on the postures or figures that the teacher represents in the classroom, so important for the good climate in the classroom and professional habitus, thus giving, as one of the fundamental conclusions, the modes of subjectivation of teachers in the field of domination, by wanting to maintain discipline as a requirement for the expected achievements in the academic performance of their students.