The Pedagogy of Actualization is defined as a dynamic process of socialisation-autonomization aiming at developing and acutalizing both student and teacher potential. This article presents the participation and autonomy component, one of the eight complementary components of the Pedagogy of Actualization. The seven others are uniqueness, introduction and belonging, conscience awakening and engagement, mastery and surpassing oneself, co-operation, inclusion and integrative and reflexive dimensions. After establishing the pedagogical and psychological foundations of participation and defining the concept of autonomy according to its emotional, cognitive and social aspects, the authors describe how to implement a pedagogy based on participation and autonomy, as well as the obstacles which may be encountered during this process. In order to make autonomy and participation-based pedagogy a reality, facilitating conditions are needed, the most important of which are commitment, educative relation and pedagogical intention. In the last part of the article, the authors present a model of participation-autonomy, which underlies a humanization process requiring the unification of necessary complicities, a constant pedagogical intention and acceptance of the idea that education takes place with others, especially through interaction.