This work investigates, from the perspective of the History of Education, the educational practices carried out by Januário Cicco throughout his public life and work as a doctor. This historical character was born in the city of São José de Mipibu in Rio Grande do Norte, in 1881. He completed his secondary education at Atheneu Norte-Rio-Grandense in 1897, and later graduated from the Faculty of Medicine of Bahia in 1906. Throughout his career, in Potiguar society, he stood out in the area of health and in Potiguar society (ARAÚJO, 2000, 2015), (SILVA, GERMANO E NETA (2013), (CASCUDO, 1947, 1984). He worked as a private doctor , Health Inspector of the Ports, collaborated with several health and cultural institutions in the City of Natal, in a historical period marked by the civilizing and sanitizing desires of the Brazilian elites. To guide this biographical research, we started with the following question: The doctor Dr. Januário Cicco, throughout his medical career and public life, developed which educational practices and for what purposes? In order to answer this question, the methodology used was composed of documentary analysis and bibliographic study of the historiography regarding the object and subjects it related. The concepts of Civility (ELIAS, 1994), Field (BOURDIEU, 1983; 1989; 2003; 2007) and Social Medicine (FOUCAULT, 1979) were elucidated to theoretically direct the study. The historical documents analyzed in the research consist of speeches, texts, reports and books published by the biographer; minutes of the Hospital Assistance Society; newspapers and legislation of the time; photographs. In order to direct the investigation of sources, we used the following categories of analysis: educational practices (CERTEAU, 2012) (SAVIANI, 2013) (GALVÃO, LOPES, 2010) (MENEZES, PAIVA E STAMATTO, 2016); educational ideas (SAVIANI, 2013) and pedagogical-hygienist ideas (MELO, 2020).After carrying out this study, we can conclude that Januário Cicco sought to establish himself as an intellectual after his graduation with the aim of complementing his work as a clinician-operator. In hospital institutions, as a figure of authority, he could build educational practices of a strategic nature, providing guidance to patients, organizing the hospital space, promoting the idea of building the School of Nursing Assistants and the Faculty of Medicine. In his intellectual activity, he had the possibility of using more tactical educational practices, trying to convince society and the government to advance in health issues, through books, speeches, reports, being driven by a civic desire, health ideas and based on his experience. professional. The ideology he defended was basically composed of: defending the role of the state in promoting public education; the dissemination of health education; strengthening childcare and maternal education; the hospital environment as a space for culture beyond healing; and the defense of school institutions as a phenomenon that could contribute to disease prophylaxis.