School Autonomy: A Challenge Between Normative and Pedagogical Dimensions

This essay examines the critical relationship between institutional policies and pedagogical practices in the development of school autonomy among primary school students. The purpose is to critically analyze how institutional policies and pedagogical practices interact in the development of student autonomy within this specific context. Both documentary and theoretical reviews reveal a gap between educational policies and the sociocultural needs of the environment. The main arguments contend that autonomy is not a transmissible content but a practice mediated by the teacher. The analysis shows that the academic dependence observed in the diagnosis reflects policies that prioritize reproduction over active student participation. To date, the study concludes that there is a compelling need to transform the curriculum and didactics toward critical approaches that integrate co-responsibility in training and the interpretation of error as a learning opportunity. The contributions focus on the articulation of educational policies with pedagogical practices, ensuring that the development of student autonomy is seen not only as a right but also as a tool for social transformation.