This work is based on a joint proposal of a cross-discipline study and a teacher supervision process from a relational perspective. It addresses the epistemological complexity (Morin, 2007) of usingsupervision discursive contributions from various disciplines: pedagogy, philosophy and dialogic language. The first of them include principles and rules of classification and framing (Bernstein, 1975, 1985, 1999) to clarify and define the characteristics of the device and pedagogical discourse. From philosophy and science dialogic (Bajtín, 2003, 2008), it relieves the generation of subjectivity from a re-action to others. The proposal is exemplified in a supervisory material offering some guidelines for its implementation.