Abstract

This study describes and analyses citizenship education in three schools with different dependencies in a context of high educational segregation, as is the case in Chile. A qualitative multiple case methodology (public, private and mixed schools) and thematic categorical content analysis were used. The results show the presence of recurrent categories in the different institutions, confirming a passive and liberal (quasi)minimalist (quasi)citizenship exercised through strategies of limiting student participation. At the same time, we identified differentiating categories: the unequal application of the norm, differences in the recognition of gender identities and differences in the administration of social justice. We reflect on adultcentred and authoritarian cultural variables that promote a focus on the protection of children's rights and an educational market that prioritises the voice of parents. As a result, the progressive autonomy of students is not promoted. We discuss the implications of a citizenship education that does not favour the construction of the common good and limits the possibilities of approaching an authentic democracy. In the context of a global crisis of representation, this is relevant. © 2025 Universidad Autonoma de Madrid. All rights reserved.