I propose reflexivity as a central key for a school autonomy concept that values the subject as an active protagonist both in learning processes and in the construction of citizenship. The school and educational settings have a responsibility to promote the participation and motivation of students through a deliberate atten tion to the processes of psychological individuation, subjectification and responsibility. This can be done through the setting up of opportunities and spaces of research and "inquiry" (in the sense of Dewey term), "reflexivity" and joint commitment, for example, through an appropriate use of the Life Skills Education. However, schools must share this responsibility with family and other social agencies, toward the construction of an inter-institutional scaffolding for a community ownership in education. In this scenario, teachers and school leaders, as reflective practitioners, are the strategic axis of every prospect of innovative and democratic transformation of education systems.
Keywords: School autonomy, subjectivity, life skills, psychological ownership, positioning, reflexivity