<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2236-3459</journal-id>
<journal-title><![CDATA[História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Hist. Educ.]]></abbrev-journal-title>
<issn>2236-3459</issn>
<publisher>
<publisher-name><![CDATA[Associação Sul-Rio-Grandense de Pesquisadores em História da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2236-34592023000100130</article-id>
<article-id pub-id-type="doi">10.1590/2236-3459/126580</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[MÉTODO LANCASTERIANO Y VIRTUALIDAD: DOS ESTACIONES EN EL ITINERARIO EDUCATIVO DE LA GUBERNAMENTALIDAD LIBERAL]]></article-title>
<article-title xml:lang="pt"><![CDATA[MÉTODO LANCASTERIANO E VIRTUALIDADE: DUAS ESTAÇÕES NO ITINERÁRIO EDUCATIVO DA GOVERNAMENTALIDADE LIBERAL FALTA TÍTULO EM PORTUGUÊS]]></article-title>
<article-title xml:lang="en"><![CDATA[LANCASTERIAN METHOD AND VIRTUALITY: TWO STATIONS IN THE EDUCATIONAL ITINERARY OF LIBERAL OVERNMENTALITY]]></article-title>
<article-title xml:lang="fr"><![CDATA[MÉTHODE LANCASTERIENNE ET VIRTUALITÉ: DEUX STATIONS DANS L'ITINÉRAIRE PÉDAGOGIQUE DE LA GOUVERNEMENTALITÉ LIBÉRALE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Echeverri-Alvarez]]></surname>
<given-names><![CDATA[Juan Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pontificia Bolivariana  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2236-34592023000100130&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2236-34592023000100130&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2236-34592023000100130&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se comparan algunos elementos entre el método lancastariano de enseñanza, de las primeras décadas del siglo XIX, y la educación virtual de la actualidad. Comparación histórica con base en la idea de que ambos procesos hacen parte de las lógicas de expansión, transformación y exhaustividad constante del mercado que fundamenta la gubernamentalidad liberal. Este sustrato, utilizado metodológicamente, permite identificar elementos comparables entre ambos extremos, por ejemplo, la innovación tecnológica, la preponderancia del método, la dilución de la función docente y la necesidad de alfabetizar a la población en términos de totalidad. Estas comparaciones, amparadas por la idea de &#8220;anacronismo controlado&#8221;, coadyuvan a evitar, por un lado, asumir el presente como inédito e incontrastable y, por ende, libre de crítica y confrontación histórica; por el otro, a revisitar el pasado con nuevas preguntas que solo la tendencia actual de la educación virtual hace visibles y enunciables.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Comparam-se alguns elementos entre o método lancasteriano de ensino, das primeiras décadas do século XIX, e a educação virtual atual. Comparação histórica baseada na ideia de que ambos os processos fazem parte das lógicas de expansão, transformação e exaustão constante do mercado que fundamenta a governança liberal. Este substrato, utilizado metodologicamente, permite identificar elementos comparáveis entre ambos os extremos, por exemplo, a inovação tecnológica, a preponderância do método, a diluição da função docente e a necessidade de alfabetizar à população em termos de totalidade. Estas comparações, amparadas pela ideia de &#8220;anacronismo controlado&#8221;, ajudam a evitar, por um lado, assumir o presente como inédito e incontrastável e, por em consequência, livre de critica e confrontação histórica; pelo outro, a revisitar o passado com novas perguntas que só a tendencia atual da educação virtual torna visível e enunciável.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract A comparison is made between the lancastrian teaching model, from the earlier part of the 19th century, and today&#8217;s virtual education. A historical comparison based on the idea that both processes are part of the expansion, transformation, and constant market exhaustivity logics that provide the foundation for liberal governance. This substratum, used methodologically, allows the identification of comparable features across both ends, such as technological innovation, the preponderance of method, the dilution of teaching functions, and the need for people&#8217;s literacy as a totality. These comparisons, enabled by the notion of &#8220;controlled anachronism&#8221;, contribute to avoid, on the one hand, assuming the present as unprecedented and unmatched and, therefore, free from historical critique and debate, and on the other hand, revisiting the past with new questions only exposed and articulated through the current trends of virtual education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Quelques éléments sont comparés entre la pédagogie lancasterienne, des premières décennies du xixe siècle, et l'éducation virtuelle d'aujourd'hui. Comparaison historique fondée sur l'idée que les deux processus s'inscrivent dans la logique d'expansion, de transformation et d'exhaustivité constante du marché qui sous-tend la gouvernementalité libérale. Ce substrat, utilisé méthodologiquement, permet d'identifier des éléments comparables entre les deux extrêmes, par exemple l'innovation technologique, la prépondérance de la méthode, la dilution de la fonction enseignante et la nécessité d'alphabétiser la population en termes de totalité. Ces comparaisons, protégées par l'idée d'anachronisme contrôlé, permettent d'éviter, d'une part, d'assumer le présent comme inédit et invérifiable et, donc, exempt de critique et de confrontation historique ; d'autre part, revisiter le passé avec de nouvelles questions que seule la tendance actuelle de l'éducation virtuelle rend visible et énonciable]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[método lancasteriano]]></kwd>
<kwd lng="es"><![CDATA[liberalismo]]></kwd>
<kwd lng="es"><![CDATA[educación Virtual]]></kwd>
<kwd lng="es"><![CDATA[mercado]]></kwd>
<kwd lng="pt"><![CDATA[método lancastrano]]></kwd>
<kwd lng="pt"><![CDATA[liberalismo]]></kwd>
<kwd lng="pt"><![CDATA[educação virtual]]></kwd>
<kwd lng="pt"><![CDATA[mercado]]></kwd>
<kwd lng="en"><![CDATA[lancasterian method]]></kwd>
<kwd lng="en"><![CDATA[liberalism]]></kwd>
<kwd lng="en"><![CDATA[virtual education]]></kwd>
<kwd lng="en"><![CDATA[market]]></kwd>
<kwd lng="fr"><![CDATA[méthode lancastrienne]]></kwd>
<kwd lng="fr"><![CDATA[libéralisme]]></kwd>
<kwd lng="fr"><![CDATA[éducation virtuelle]]></kwd>
<kwd lng="fr"><![CDATA[marché]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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