The article deals with the possible perspectives of analysis for the study of the writings of teachers between the late nineteenth century and the first decades of the twentieth century in Chile. From an interdisciplinary approach we study their constitution as historical, political and educational subjects and knowledge producers. From gender theory and the socio-cultural history of education, we propose some clues to deepen this study. The text is organized in three sections: the first develops a conceptual treatment, the second addresses the central elements of the context, and the last, a concrete research perspective