Thus, it is necessary to know that autonomy means … the capacity that the citizen acquires to formulate the proper laws and rules during its process of development and by means of the relations established with the others, in the context where he is inserted. To be independent implies to act with responsibility, to take decisions of conscientious and critical form, to assume commitments and consequences of acts or action, conscientious being of the external influences that suffer e, from them, to exert influence and to take decisions on submitting itself or not to the impositions. (PETRONI and SOUZA, 2010, P. 358) Freire (1996) defends a pedagogia for the autonomy that not only brings pedagogical implications, but ethical and politics, also considering that we cannot speak in ' ' pupil autnomo' ' without equating the values that this autonomy assumes and promotes, and that they are indissociveis of a democratic orientation of the school and the society.

The author speaks of values as the freedom, the responsibility (individual and social), the contribution and the criticidade. The resistance is very great in yielding space for the freedom. However Sousa, Miguel and Lima (2010) insist that The freedom always meets circumscribed for and between relations of being able and to know. The freedom appears as possibility of in them not becoming slaves of the world and, therefore, of we ourselves; as condition a permanent one to look at contemplativo on we ourselves in the interior of the world, one ' ' not to lose itself of vista' ' , one to look at of the high one that it sees below of itself the world in its general order. This perspective look contemplativo, mainly, the place that we occupy in the world and them interrogates on the inevitable choice of what we want to be and to make. Thus, to think on which choices we inscribe as citizens in the world would be an interesting starting point to foment the architecture of a Management of the Care.