Abstract: We highlight here the importance of the educator‘s humanizing role in the student‘s human formation, a determining fator for the social, moral, intelelectual, emotional and spiritual growth of the being within the proposal of integral education, which advoates Humanizing Education. Thus, the objective was to verify the impacts caused on the student‘s life from the humanizing work carried out at the Leobaldo Soares da Silva High School Reference School (EREM). For this, a field research was carried out involving educators and students from the referred school, located in the municipality of Barra de Guabiraba / PE. It was found that the work carried out by the educators of that school, is aimed at a humanistic vision, in which the young person is seen in its entirety. In this context, the pedagogical practice adopted by the educator based on empathy, respect and dialogue makes a difference in the students‘ lives, and they develop critical-reflexive skills, acts of solidarity and generosity and are dressed in protagonista atitudes, becoming able citizens to contribute for a less exclusionary society, even though, it was detected that there are still some educators who neglect or little promote discussions that make students more critical-reflective people. Therefore, it is up to the school management to offer training on the Comprehensive Education Proposal of the Education Departament of the State of Pernambuco adopted by the school, so that all educators can develop their pedagogical pratices in the same line of action where the actions are aimed at training integral of the subjects. In this way, the institution further strengthens its team of educators to develop skills and competences in young people that go beyond their intellectual development.

Keywords: Humanizing Education; Integral Formation; Protagonism.