Abstract

The introduction of civic education places educational Institutions in front of some challenges such as the transversality of knowledge, the essentialization of curriculum and collegial planning. It is not simply a matter of adding teaching hours by subtracting them from some other discipline, but rather of harmonizing them with the curriculum. This approach has to deal with a school model that is resistant to change starting from its own organizational structure. This contribution presents practices and examples from Avanguardie educative, the Innovation Movement promoted and sustained by Indire. These are solutions designed to accompany the revision of the educational model towards a concrete centrality of the student, where competencies «have citizenship» and where citizenship does not struggle to emerge from the interconnections of disciplinary knowledge.