Silva, Carlos Manique Da2014-04-232014-04-232014Silva, Carlos Manique da (2014). Circulating the Monitorial System of Education. The Portuguese Teacher Alexandre Luís da Cunha in the Atlantic World. In Caruso, Marcelo; Koinzer, Thomas; Mayer, Christine; Priem, Karin (editores), Zirkulation und Transformation. Pädagogische Grenzüberschreitungen in Historischer Perspektive (pp. 177-190). Colónia: Böhlau.http://hdl.handle.net/10451/10962The internationality of the teaching model implemented by Joseph Lancaster and Andrew Bell at the turn of the eighteenth to the nineteenth century – note that the monitorial system of education quickly exceeds the limits of the European continent, reaching the Americas and even Africa – was due to several factors: i) the existence of a network of actors who spread this model (the journey as an educational and instructive mean had a particular importance here); ii) the proliferation of civil societies, in the case of the lancasterian version, connected with the British and Foreign School Society (here after BFSS), headquartered in London; iii) an intense dynamic of translation and circulation of printed materials (the manuals, for instance, represent an important element for the conduct of monitorial schools). The configuration of international educational networks whose purpose is to disseminate the monitorial teaching is the main point of my analysis. To that end, I emphasize the contribution of a personality who – having been born in Portugal more precisely in the Madeira Island, where he firstly had contact with the teaching model proposed by Lancaster –made trips to Lisbon, London, Baltimore and Rio de Janeiro. The aim of these trips was often associated with learning / promotion of the lancasterian system. From the theoretical point of view lined with other authors, I assume here the existence of an interface between the local and the global, concerning dissemination and circulation of pedagogical knowledge . In other words, it doesn’t seem to be legitimate to speak about educational standard models replica. Instead, we should talk about an active interpretation of those very models according to the social and cultural spaces and actors.engMonitorial System of EducationPedagogical Knowledgebook part