| Summary: | <p>This article is part of a larger research project which aims at analyzing the autonomous development process of three learners from year 5 in an elementary school which offers a bilingual<br />curriculum (Portuguese/English). From an ethnographic perspective, the data were generated during a school trimester in which the learners/<br />participants went to weekly English classes in self-access centers. The aim of the tasks in the self-access centers was to provide interaction<br />among learners while co-constructing dialogues, with or without teacher’s intervention, having in mind concepts from the sociocultural theory (Vygotsky, 1984) as mediation, internalization, zone of proximal development and scaffolding. The research is guided by the assumption<br />that learning occurs during performance (Swain and Lapkin, 1998) and principles of sociocultural perspectives I and II of autonomy proposed by Oxford (2003). For this article, though, data of only one participant are presented, Gabriel, whose trajectory goes from a shy and unmotivated learner to an active and responsible learner and someone better accepted in his social group.</p><p><strong>Key words:</strong> autonomy, self-access, language learning.</p>
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