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Referring to citizenship only as rights acquisition is to restrict the term to a simplistic understanding, since this concept also implies complex cultural practices and important political and philosophical aspects of social participation. In the perspective of Behavior Analysis, to cultural practices change, searching for the wellness of culture and its survival, behaviors proethical and prosocial need to be installed and maintained. School, in addition to prioritize the dissemination of knowledge, is also responsible for promoting ethical changes socially relevant, promoting the whole development of the individual and the community. In this line of thought, civic education is present as a way to rescue the citizenship, by social participation and, in a larger form, to defend the “culture good”. Taking into account the fact that pro-ethical and prosocial behaviors are, ultimately, socially skilled behaviors, this research sought to identify, in the school context, the concept of citizenship to elementary school teachers that went to a empowerment process in social skills comparing to teachers who not went through such process. The results, in which it appears significant valorization of the participation for the group that went through training, describe differences in the concept of citizenship for the two groups of teachers.

IMPLICAÇÕES DO CONCEITO DE CIDADANIA DE PROFESSORES SOBRE COMPORTAMENTOS PRÓ-ÉTICOS DE ESTUDANTES