The autonomy is related with the performance of the professor, with its to make, ‘ ‘ to know fazer’ ‘ , but not as mechanist act, and yes as somebody that elaborates, it leads, it plans, it executes, as component necessary and dynamic of its daily work. It not, only, follows a planning of routine, defined and structuralized, but he possesss a creative and creative attitude at the same time that he executes an action. According to Lck (2006), the autonomy is essential for who works in the education, mainly for the necessity to take fast decisions demanded by the changes that occur in the society and so that the professors feel themselves engaged with the advances promoted for these changes. ‘ ‘ But, above all, adopting a perspective of citizenship and social responsibility of all, for the destinations of the organizations where they act and of which they are usurios.’ ‘ (LCK, 2006, P. 63).
The work of the professor is permeado by the partner-cultural dimensions. It is a work of interaction permeado for the exchange and the intersubjetivas relations. It is a socially recognized occupation and with public responsibilities. These elements bring all a specific significao that loads of sensible the teaching work. Whereas other professions are characterized for the individualizado work and until isolated of the concrete relations of the daily one, the practical professor experience permeadas by the social relations and the empire of the collective one. The shrewdness and the capacity to understand and to feel the objectives and interests that perpassam the collective one where the professor live contribute for the success of its work. For Contreras, the autonomy if coats with the component politics in the measure where … the professional autonomy of the professors, understood as gradual process of emancipation, would not be detached from the social autonomy, that is, of the aspirations of the social communities for creating its proper processes of participation and decision in the subjects that affect its lives.