DEVELOPMENT OF STUDENT AUTONOMY: IMPLICATIONS IN THE CURRICULUM

This research aims to present a literature review regarding the encouragement of student autonomy and protagonism, from the curriculum. To this end, we conducted a qualitative study, considering Laurence Bardin, from the first readings to the analysis and inference of the research results. Among the main results, we highlight about the curriculum: It has multi-reference marks that accentuate its dynamic and interactive character; It needs to take into consideration the characteristics of individuals, giving their protagonism in their formative development; Finally, we understand that the curriculum that leads to autonomy needs to be guided by dialogue and the formation of critical thinking. Thus, we indicate as final considerations that curricular studies are somewhat complex in the contemporary context and needs to be addressed and considered in the core of the educational sciences and social sciences.