Structuring a framework for Citizenship education from teachers' practices

In this contribution we wish to present the case of a two-year training course, conducted within a Comprehensive Institute, aimed at co-design the Civic Education curriculum. The starting need was to give both an epistemological and didactic structure, and a design framework to the Citizenship practices, avoiding the usual addition of a further curriculum, of a further vertical pathway, flanking the 'standard' teaching-learning process. Instead, the key constructs and the processes, already present in an implicit and non-formalised manner, were elicited from the teachers' own practices. this approach can be useful to make Civic Education a real crossing of the teaching-learning pathway, in the dual perspective of micro- and macro-design.