Abstract

In recent decades in the world and in Chile, a series of public policies have been implemented to strengthen citizen education. As a consequence, school communities have had to establish themselves as a space that deepens citizenship learning. The objective of the research was to analyze the perspectives on citizenship of a group of teachers of different subjects who teach in a school in the city of Santiago, Chile, characterized by a context of vulnerability and cultural diversity. The method used was qualitative and a research design with interviews was used. For the analysis, codes derived from the theoretical framework and the data that emerged from the ideas declared by the participants were developed. The results show that teachers’ perspectives on citizenship and its teaching are diverse and the decisions to consider one or another perspective depend on the demands of the context. It is concluded that the characteristics of cultural diversity and the condition of inequality influence teachers’ perspectives on citizenship and teaching, but do not determine the type of knowledge they make available for their students’ learning.