PRAXIS AS A FOUNDING CATEGORY IN THE CONSTITUTION OF TEACHER EDUCATION FROM THE PERSPECTIVE OF HISTORICAL-CRITICAL PEDAGOGY

The aim is to understand about the contributions of the praxis category in the constitution of teacher education based on the Historical-Critical Pedagogy, in order to identify its implications for the teaching action. The historical-dialectical materialism is used as a method, having as a parameter the bibliographic research of an exploratory nature. Based on the theoretical assumptions of historical-dialectical materialism and Critical Historical Pedagogy, based on the understanding of praxis in the constitution of teacher education and action, theory and practice have a mutually dependent relationship. Thus, teacher training and action is not a practice without theoretical foundation, but is the result of a practice based on a theory that aspires to the transformation of social reality from a critical perspective, allowing reality to be unveiled and understanding that society, praxis, training and pedagogical action can contribute to teacher education, mainly considering aspects of humanity, criticality and intellectuality.