Purpose: This paper explores the implementation gap in CEP using a post-colonial perspective, focusing on a case study in Brazil. Methodological approach: By employing a qualitative case study approach, semi-structured interviews with frontline educators are applied. Responses were analysed using content analysis with a descriptive design. Findings: Five key policy processes are identified, yet two -- a clear citizenship concept and modelling learning activities -- largely contribute to reducing the gap. The remaining three processes -- citizenship education as a cross-curricular subject, professional development, and pedagogical resource accessibility -- can affect the gap. However, these three can be hindered due to disincentives to implement and other challenges that arise at the frontline level. Research limitations: The case study may not be generalisable due to the evidence available and considering the regional context. Practical implications: Insights from the study can aid in developing more inclusive and effective CEP, particularly in post-colonial settings.