In this contribution we wish
to present the case of a two-year training course, conducted within a
Comprehensive Institute, aimed at co-design the Civic Education curriculum. The
starting need was to give both an epistemological and didactic structure, and a
design framework to the Citizenship practices, avoiding the usual addition of a
further curriculum, of a further vertical pathway, flanking the 'standard'
teaching-learning process. Instead, the key constructs and the processes,
already present in an implicit and non-formalised manner, were elicited from
the teachers' own practices. this approach can be useful to make Civic
Education a real crossing of the teaching-learning pathway, in the dual
perspective of micro- and macro-design.