Within the framework of current educational policies on citizenship education, which promote the appraisal of the local dimension of educational activities as a direct context for the development of situated citizenship practices (AR, 2018), this article examines community-based approaches to citizenship education in rural schools and communities located in the border regions of mainland Portugal. From a theoretical perspective, the study adopts a maximalist conception of citizenship education, emphasising its experiential nature and community orientation, and draws on place-based education approaches. These perspectives place local realities, collective action, and the involvement of community actors at the centre of citizenship formation. Methodologically, we use data from a mixed-methods study conducted in 29 schools, including documentary analysis of schools’ educational projects, activity programmes and citizenship education strategies, semi-structured interviews with teachers coordinating citizenship education, and a questionnaire survey distributed to secondary education students. The results reveal a variety of initiatives and areas of community engagement led by schools, aimed at promoting well-being and valuing local cultures and realities. At the same time, the study identifies the different roles played by community actors – including schools, stakeholders, and young people – in fostering community well-being and social cohesion.

Place as a microcosm: Community-based citizenship education approaches among schools and rural low-density communities
DA SILVA, Nicolas; Marques da Silva, Sofia
2026 • In Educar, 62 (1), p. 131-147

Keywords : citizenship education; place-based education; community participation; rural schools; students

Funders :
Foundation for Science and Technology
Fundação para a Ciência e a Tecnologia
Fundação para a Ciência e a Tecnologia
European Regional Development Fund
European Regional Development Fund