The objective of the research was to evaluate, based on scientific evidence, the approach to pedagogical autonomy as a training potential in educational actors in the classroom. An analysis of specialized scientific literature is presented, essentially focused on Scopus, Web of Science and Scielo; The epistemological systematization allowed recognizing an insufficient approach to pedagogical autonomy in the actors of the educational process in the classroom, so it is proposed to move from a traditional centralist perspective that places pedagogical autonomy as a state competence, towards a perspective of pedagogical autonomy as a formative potential concretized in a socio-praxiological tool, for the dynamization of emotional, disciplinary and didactic-transforming resources by the teacher, as well as creativity, proactivity and innovation resources by the student, which converge in an ethical and social responsibility in decision-making in and from the training process.
|Translated title of the contribution||Pedagogical autonomy as a formative potential in educational actors in the classroom|
|Original language||Spanish (Peru)|
|Number of pages||9|
|State||Published - 2021|
- Pedagogical autonomy
- training potential
- educational actors