For the State of Chile citizen education is a challenge to strengthen democracy. To achieve this, schools have been arranged to implement a Citizen Educational Plan. However, this task is complex because it involves transforming representations and actions in a curriculum field where official prescriptions prevail. This article discusses the initiatives developed by the State of Chile and discusses their theoretical-practical scope as a basis for addressing the achievements and difficulties of an accompaniment project developed by a team from Universidad Austral de Chile, aimed at supporting plans in 61 schools. The background refers to a highly prescriptive legal framework and initial citizen training actions characterized by their fragmentation, conditions from which the main support strategies are designed and implemented under principles of participation, dialogue, and collective reflection.