Abstract
This study analyzes a set of actions through which teachers intentionally build relationships with their students. From a perspective departing from the prevailing behaviorist approach, alternative proposals emerge grounded in attachment theory, incorporating concepts such as closeness and conflict. From this perspective, three types of teaching practices are identified: those that prioritize the emotional–relational dimension; those that resist or displace what is institutionally prescribed; and those related to personal competencies. These practices, absent from regulatory frameworks, play a central role in student learning, participation, and teacher well–being.
This article argues that a positive pedagogical relationship is not an automatic result of personal attributes
or institutional mandates, but rather of deliberate and situated actions that deserve to be made visible. Finally, the article invites reflection on these practices within their context, recognizing their formative relevance and the need to create conditions that enable them sustainably.
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