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The teaching of basic knowledge about citizenship education is one of the objectives present in the PCNEM, however, how this should be done in higher education institutions is still a question to be investigated. Research is justifiable since the teaching of chemistry is of fundamental importance for human development in the social environment and understanding how it is processed is the fundamental tool to find ways to improve our educational system. Thus, the present work sought to investigate in two educational institutions (one of the federal network and another state), if these, in their pedagogical practice, work in the discipline of Chemistry, a teaching that, besides the knowledge necessary for the job market, also focus on training for citizenship, as foreseen in the national curricular guidelines. In this research, a research on the official documents of the institutions under analysis was used as the first methodological procedure, followed by an investigation in the lesson plans provided by the teachers and, finally, an analysis of the pedagogical practice of these teachers. The results obtained in this research point out that when dealing specifically with the Chemistry discipline, it can be noted that, in the official documents (PPP and Course Plan) they present data that, in general, point to a teaching of Chemistry that contemplates the formation of citizenship, but in the plans of classes provided and in the classes observed, the signs of a teaching directed to the formation of a citizen being are very vague, not having a direct relation of the teaching of Chemistry with the formation for citizenship in the school environment.

REAL INTEREST OF FEDERAL AND STATE INSTITUTIONS IN RELATION TO CHEMISTRY EDUCATION WITH CITIZENSHIP TRAINING