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 adult-centred 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.