<b>AUTONOMIA E APRENDIZAGEM AUTODIRIGIDA EM CONTEXTOS BILÍNGUES E MULTICULTURAIS</b>

Learner autonomy has become one of the central pillars of contemporary educational approaches, especially in bilingual and multicultural contexts. This article aims to discuss autonomy and self-directed learning as fundamental competencies for the development of critical, reflective learners capable of managing their own learning processes. Grounded in a qualitative and theoretical approach, the study engages classical and contemporary authors in education and language learning, demonstrating that autonomy is not an innate characteristic, but a competence developed through intentional and mediated pedagogical practices. The theoretical analysis indicates that self-directed learning enhances engagement, responsibility, and lifelong learning, particularly in educational contexts characterized by linguistic and cultural diversity.