Calibración neurolingüística en el acompañamiento docente en educación básica

In Neuro-Linguistic Programming, calibration refers to observing an interlocutor's verbal and nonverbal cues in order to adjust one's own communication. This study analyzed neurolinguistic calibration as a nonverbal communicative process associated with teaching support in elementary education, drawing on the experiences of teachers and specialists. The study followed a qualitative approach with a descriptive-interpretive design. Semi-structured interviews were conducted with three key informants selected through purposive criterion sampling: a psychopedagogue, a teacher, and a neuroscience expert. Data were analyzed through progressive coding and source triangulation. The informants associated calibration with observing gestural and postural changes, interpreting those cues in context, and adjusting feedback and support strategies. They also linked it to teachers' self-regulation, congruence between verbal and nonverbal language, classroom emotional climate, and behavioral modeling. According to these sources, calibration is understood as a sequence of observation, provisional interpretation, and pedagogical adjustment that does not justify inferring internal states from isolated behavior. These attributed meanings provide a basis for subsequent empirical testing.