ABSTRACT
Although education for citizenship is central to public education policies, trainee foreign language teachers are not always prepared to achieve this goal. The project analyzed here sought to develop the ability of undergraduate students to include dimensions of intercultural citizenship in their teaching practice. The project involved reflections on narratives and intercultural dialogues, and proposals for their incorporation into the classroom. The article contributes to a rethinking of the relationship between human rights and notions of citizenship, calling attention to the importance of collective mobilizations and the construction of communities through communications focused on social and political ends.
Keywords:
human rights; teacher education; citizenship; intercultural education
