ABSTRACT

This paper discusses the theoretical-practical conceptions of citizenship present in the curricular proposal of full-time state public schools in the state of Paraíba. The theoretical foundation was developed considering the contributions of authors from the fields of sociology and philosophy. Documentary research was carried out, based on the analysis of the issues that structure the curriculum model. The research findings were organized and interpreted based on content analysis and we used the technique of categorical analysis. After the investigation, we concluded that the Institute of Co-responsibility for Education, responsible for the conception, organisation, and management of the model, expresses an alignment of liberal tradition in the legal framework, in the Training Booklets, and in the concept of citizenship. We emphasize that there is a predominance of the understanding of diffuse citizenship and an orientation towards a passive practice in the program's guiding documents.

KEYWORDS
curriculum policy; citizenship; full-time education