Transnational connections and local adaptations: educational thinking and the hybridisation of teaching systems in Chile, 1842–1900

This article examines the hybridisation of transnational pedagogical models in Chile between 1842 and 1900, focusing on the mutual and simultaneous teaching systems. It highlights how Chilean educators adapted these established systems to local material and social conditions. Through historical-comparative analysis of policy documents and pedagogical texts, this study shows how Chilean educators reconfigured transnational models to suit conditions of scarce resources and limited teacher training.