|Author(s)||Florbela Trigo-Santos and Carolina Carvalho|
|Editor||A. Ross, The Experience of Citizenship|
The Portuguese education system is in a continuous and unsettling process of change. Ingrained in the old European values, society and thus schools are trying to find their own space. As part of this context, and at its very centre, is the concept of citizenship education, which was introduced into the school curricula as a trans-disciplinary area, demanding the development of new pedagogical and organisational concepts in the school. How this concept is understood by responsible and interested teachers, and how are they are following the implementation of new practices in the schools, is the concern of the authors. Taking advantage of the fact that we are in direct contact with four groups of teachers enrolled in Education Masters courses (Didactics of Mathematicsematics, Didactics of Sciences, Educational Administration, and Personal and Social Development) through teaching and supervision, we designed a research project to elicit the relevance of the problematic relationship between theory, regulation and practice in this area, and how they are being experienced. The apparent problem with the new regulations lies in the difficulty of implementing a curricular model without the background to support its practice, as our pedagogical system is still based on traditional individual disciplines. By collecting different interpretations of the reality of each of these teachers' contexts, we aimed to identify the main obstacles to the development of an education for citizenship and thus to formulate proposals for overcoming the current problems. This qualitative study has demonstrates values and the valuation of citizenship education at a personal and institutional level, its meanings, and the associated fears of citizenship education as a potential ideological tool.