In the framework of the projects of the Coordination of Pedagogy and Teaching at the University of La Salle, it is important to rely on the supports and foundations that guide the processes that would lead to this goal. In this sense, this research was conducted taking into account the following aspects: university professors, the implicit theories they have, learning in the college, and the case study. It was a qualitative study with semi-structured interviews, through which it was possible to register the implicit theories that some professors at the University of La Salle have on learning.

What has happened to the «lasallista» pedagogical tradition since its arrival to Colombia, in 1890, to the present day? What has taken us from the blurred vision of the great milestones on the vanguard pedagogical proposals to the conformity of having achieved a position in the national pedagogical discourse? To figure out the different leading moments of the pedagogical concern within the community of «Hermanos de las Escuelas Cristianas» It is a duty of history. This research stands out as it pre-figures horizons that have been reading keys for the research on the history of lasallista pedagogy which has been built on the very transformation of enquiry.

This article proposes a historic-critic view on the model of catholic education established by the Ratio Studiorum and by the Jesuitical pedagogical practices from 1900 to 1930, in the background of the establishment of the Colombian society’ identity in its predominant archetypes. The perspective is focused on the problem of the construction of the catholic individual under the ethic, intellectual and cultural bets and principles explicit in this pedagogic style, under the protection of the ecclesial conservatism of this time, and the trends presented between this and the modernist mood of the bourgeoisie, that propose a dichotomy to conform the society. This becomes a concern for education institutions and consolidates them as agents of resistance and moral culture in front of the revolutions unchained, in order to preserve autonomy, will and understanding in the individual. This reflection is under the methodological referents of Michael Foucault in his analysis of the devises of power present in the culture, its ideological settlements and mainly the institutions, scenery that provides the source of discovery of the catholic subjectivity and presents the most pertinent inquiries to its formulation and follow-up.