Abstract
In their broadest sense, alternative and self-management pedagogies represent educational methods that call into question the traditional place of the teacher, opening the way to a profound reflection on the role and responsibility of adults in children’s education. The challenge is to find the right balance between support and autonomy for learners, while preserving trust and collaboration within the educational community. However, these approaches also give rise to ambiguities, particularly regarding the precise definition of authority, decision-making, and conflict management within educational environments.