Abstract
On February 8, 2024, Colombia celebrated the 30th anniversary of the enactment of the General Education Law, which places autonomy as one of its core principles. The gap between what the law stipulates regarding this principle, and the realities experienced in some classrooms, both in basic and secondary education, as well as in undergraduate and even graduate education, appears to be, at the very least, immense. This discussion aims to reflect on the principle-concept of student autonomy from a philosophical and psycho-pedagogical perspective oriented toward identifying progress in the implementation of the General Education Law in Colombia. Through a qualitative methodology, the concept of autonomy is approached from natural language, philosophy, and legislation. Some successful experiences are described where autonomous student development and teaching and learning processes were achieved. Citizen autonomy is considered the foundation for the strengthening and development of successful, or at least functional, societies, and in this sense, it is shown how, from the experiences and dynamics of the Colombian educational system, the path to forming autonomous individuals is still far from being achieved. It is concluded that rethinking the role of the agents linked to the educational context will be essential if the course is to be changed.
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