ABSTRACT
Relying on critical, post-critical, and decolonial perspectives, this chapter dissects the concept and practices of citizenship education in initial teacher education in Europe with a focus on Portugal. It attempts to unveil how to produce alternative ways to do alternative forms of teacher education as a way to challenge curriculum epistemicides in teacher and school education. An example of a teacher education project developed in the context of the practicum will be provided. The pedagogical intervention in the project focused on the development of citizenship education and intercultural competence in foreign language learning at the primary level. It is an example that shows how transformative citizenship and intercultural education can be implemented in initial teacher education, in a way that challenges subtractive curriculum forms in school education whilst advancing the struggle for social and cognitive justice.
