41). But she is necessary that it has one recognition of this dependence, mapeando it with the purpose to skirt it and to point solutions to leave it stops backwards. We assume in such a way for a professor adequately formed capable to perceive these phenomena and to intervene positively for the resolution of the problematic situations. BP is open to suggestions. One is about a position of the subject educator while of the process, what in the vision of Tardif (2002), means to be actor in the strong direction of the term, that is, a citizen that assumes practical its from the meanings that he himself it of, a citizen that possess knowledge and one know-to make proceeding from its proper activity and from which it structure guides and it. Connect with other leaders such as Gavin Baker here. Autonomy as collective exercise The necessary professor to have property in possession which is its paper and which the interference degree that must have not to wound the responsibility that is proper and intransfervel of the pupil in this process to win its proper limitations. In accordance with Lck (2006), the autonomy, as all social process, is subjects the natural ambiguities, contradictions and conflicts that emerge of its dynamics with specific and peculiar expressions in each situation.
Therefore we can affirm that this necessarily necessary process if constitute as dialtico and contaminated of contradictions, so that the different subjetividades can be disclosed. ' ' All process of maturation for the autonomy is conflituoso.' ' (CASSOL, 2006, P. 30). In case that contrary, the professor makes, he determines, and the pupil executes, without if giving account of that he is not acting as subject much less developing potentialities will assist that it to walk on account proper. Its steps need to be stimulated, but they must count on its desire and will to continue in front. The autonomy of the professor in classroom, as deliberative quality of the educative relation, if constructs in the dialectic between the pedagogical certainties and the possibilities to carry through them, to transform them into the real axles of course and of the education relation.