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This text has the purpose of reflecting on the role of curricular autonomy as a watershed to begin a process of resignification of the Primary Education teacher. Making decisions about what and how to work within the classroom to meet the needs of the students is not new, but leaving the work of curricular co-design in the hands of the teacher places him as a leader in the educational process, because it is understood that his work influences others. At this historical moment, in the national educational panorama with the launch of the New Mexican School, it is convenient to delve into the gap offered by curricular autonomy where the teacher has a new encounter with the curricular approach, it is recognized that it is not a an easy issue to assimilate and that requires support and monitoring of the work carried out by the teacher in the classroom. If a solid proposal for initial and continuous training is not provided to teachers, there is a risk of losing the opportunity to train educational leaders who accompany the learning process. In this sense, it is understood that there is still much to do and that the path to achieving teacher autonomy is long.
