The Teaching guide is a fundamental academic genre in higher education. Despite this, there are countless gaps that persist around it. From a linguistic-discursive approach, the objective is to identify the author's positioning strategies in 322 teaching guides of the specific didactic subjects of the academic degrees of Primary Education and Early Childhood Education of private and public universities of the Spanish University Network during the academic year 2022-2023. The results show a preponderance of the hierarchical dimension and of those strategies aimed at managing the processes that regulate evaluative elements. Likewise, there is a higher ratio of positioning strategies in the area of Social Sciences, in the Degree of Primary Education and in private tenure. In conclusion, in the guides analyzed, regulatory aspects are prioritized over pedagogical-didactic issues or over the significance or legitimacy of subjects and teachers.