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This article has the general objective of analyzing our praxis as workers in education, the first being the praxis in the pedagogical management and supervision sector of a Federal Institute of Education, Science and Technology and the second one teaching young people and adults. The methodology used was to bring and analyze the experiences mentioned here in the light of historical-dialectical materialism. It has been found that there is no neutral praxis, every praxis has a purpose, either for the conservation of society or for its transformation. We point out the importance of historical-critical pedagogy in the formation of educational professionals so that they themselves can reflect on their practices and can problematize, question and therefore become less alienated and more reflective.

A PRÁXIS EM DUAS EXPERIÊNCIAS DISTINTAS EM EDUCAÇÃO E A IMPORTÂNCIA DA PEDAGOGIA HISTÓRICO-CRÍTICA