Abstract
This study presents a research that seeks to describe and understand the educational practices and discourses of teachers present in the teaching of citizenship education in Chile. The limited discussion of the theoretical object of citizenship and Chilean public policy related to the teaching of citizen training in the school is raised. The methodology used is of a qualitative nature and focuses on the analysis of the interviews and the obser- vation of the pedagogical practices of teachers from two public and private subsidized establishments in the Region of Valparaiso, Chile. Matrix categories linked to the school, the curriculum and the teaching function are built. This article brings together the main results, aimed at discussing the lack of dialogue spaces in educatio- nal establishments that contribute to the generation of intuitive and non-reflective citizen training pedagogical practices, and the absence of a formative correlation of citizenship during initial training of the teachers.
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