Escolaridade básica e cidadania: contributo para um debate que se quer mais urgente que apressado

Abstract

In this article we start to discuss the meanings of the dissertations that have been made about the relationship between comprehensive school, education and citizenship, comparing the political guidelines that legitimate them, the conceptual dilemmas that cross them and their eventual educative implications. In the meanings of such reflection, it refuses to understand the education for citizenship as the pretext for the creation of specific curricular areas, defending that the concreteness of such project depends of the democratisation and the quality of the educational offer at the comprehensive school.