This paper presents the results of the first part of a combined research and school project based on children’s increasingly autonomous agency at the intersection of home, school and research. Adopting a Foucauldian perspective on agency, performativity (Butler) and subjectification (Hall), it analyses primary school children’s capacity of questioning institutionalised discourses and role constructions as well as their capacity of auto-reflection as social actors. It investigates pedagogic possibilities of promoting autonomous learning processes inside an educational institution that traditionally is based on heteronomous intervention (Yurén). The project is designed as an ethnographic case study accompanying six children throughout their participation in the project. Additionally to their responsibilities as project leaders and participants, children are responsible for the audiovisual documentation of the project development outside school. The paper is based on participant observation of the researchers in classroom, interviews with the children about their collected data and the data itself. The expected results concern children’s emancipation as learners, social actors and ethnographic researchers who design school according to their concepts of learning, teaching and education, and document this process. We suppose that their agency depends on their capacity of integrating different school and home resources, as the project tries to promote.