(Hellenic Open University, Greece)

Abstract: In this paper, reference will be made to the definition and purpose of citizenship education, which aims to create active citizens. We will also refer to the critique of the theory of Critical Pedagogy and its most important representatives in the concept of citizenship. The representatives of Critical Pedagogy perceive the school as a place of reproduction of social relations, but at the same time as a place of resistance and change. Our questions are whether it is possible for citizen education to lead to social change and whether students' intellectual alertness also means that students take social action. After all, is Critical Pedagogy a vision or does it have a practical basis?