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In this article we will display part of the results of an investigation, which was funded by the Center for Advanced Research in Education (CIAE). By doing so, we will analyze some of the communication structures in classes from the fifth to the eighth grade of basic education in the Chilean city of Concepcion, which will include the subjects History, Geography and Social Sciences. Our goal is to find out how these structures influence the development of certain civic skills. To this end, we have used a qualitative methodology involving observations and classroom recordings in 12 schools, always taking in account their administrative dependency. The results show how some of the dynamics of communication and participation in the classrooms tend to hinder and even sometimes contradict the necessary factors for the development of those civic skills, which require self- development and active participation from the students. Therefore, the set of experiences, which is shaped by the reality in the classrooms, turns out to be very far from what they experience in their social and democratic life, where those young people ideally should be protagonists in the development of an active citizenry.

Prácticas pedagógicas y competencias ciudadanas: El caso del docente de historia en Chile