In the article the authors describe the professional habitus from the point of view of intersubjective relations between learner and experienced professors within the context of the Mapuche community's rural schools in the Araucania area in Chile. They analyze the relationship characterized by methodological differences in the teaching work, differences that tend to disappear as the learner teacher achieves the experienced teacher's habitus. From the pedagogical point of view, a kind of distancing can be observed between the learner and experienced teacher, since there is no apparent partnership between both. The methodology in qualitative and the authors make use of semistructurated interviews. The results refer to the categories "pedagogical acts", "professional habitus of learner teachers", " face-to-face relationship" and "action projects". They conclude that both teacher types have different paradigmatic visions and that they do not show direct intersubjective relations.