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Considering the ambiguity of ministerial guidance relating to citizenship education, this study examines the professional representation of elementary teachers, particularly because they impact the actualization of this responsibility in the classroom. This article presents the results of a qualitative research conducted with eight teachers working in two elementary schools in Québec. The data collected through individual interviews reveal a work that is conceived as a daily, unplanned activity widely associated with the together-ness at school. The conceptualizations of the participants appear to rely on a more con-formist view of the personally responsible citizen.