This article was made based on a bibliographic review of the main characteristics of teaching practices and their impact on harmonious relationships between teachers and students, talking about definitions, components and implications of teaching practices. Also, the description of the student-teacher relationship and the construction of harmonious relationships between teachers and students, based on the categories of harmony and harmonious relationships taken from other contexts different to the academic one, where they have been developed. After the theoretical review, topics such as the need for reflection and systematization of practices were highlighted, in order to have contextualized and meaningful teaching practices. Likewise, it was noticed that within this practice, the student-teacher relationship takes place; and inside this, there is an encounter of personalities, beliefs and expectations of both teachers and students. The student-teacher relationship is inherent in any educational process, and although this relationship is not created by a personal decision, it could be really important in formative aspects, as long as the teacher takes it into account as a fundamental element for the planning and reflection of their practices. . Finally, with the approaching to the category of harmony from the good living of Ecuador and Bolivia, it was found that a harmonious relationship is characterized by being reciprocal and horizontal, and because differences and conflicts are recognized as opportunities to learn and build knowledge, which can also be applied to the school environment.