In the 21st century, speeches and education policies commonly refer to educational changes and reforms in broader politico-social projects. Based on research carried out at the National University of Patagonia San Juan Bosco, it is of interest in this work to analyse pedagogical devices of innovative citizenship teaching projects in Comodoro Rivadavia’s secondary education. The projects chosen are linked to lines of three national programmes and take on particular configurations in educational institutions in the city of Comodoro Rivadavia (Chubut province, Patagonia Argentina). These are: “Internships project in the framework of solidarity-based education and service learning”, “Project for Youth Activities Centres (Caj)” and “Municipal Project for a Day” by the deliberating councillor of Comodoro Rivadavia. The proposals bring young people into contact with models of identification and meaning, structuring possible fields of action and conduct and encouraging the creation of new political subjectivities, what kind of political subjects do citizens intend to train? What is the conception of citizenship? From what pedagogical and didactic perspective is it done? What are the positions and practices of teachers facing these innovations? What kind of relationships do you have with young people and knowledge? How do young people experience these experiences in their training? What is the assessment of the projects by educational institutions? Where and what relationships do innovative experiences have in the curriculum? The aim of this work is to open up think tanks in order to provide a critical and proactive contribution to innovative configurations for citizenship education.