Resumo

RODRIGUEZ, Anna Maria Meyer Maciel et al. Victória Secaf: Contributions to Nursing Education. Saúde Transform. Soc. [online]. 2013, vol.4, n.4, pp. 100-105. ISSN 2178-7085.

Introduction: Thinkers of the past century and current, influence, in their own way and in his time, pedagogy, didactics and education on health. In this sense, the works of Victoria Secaf nurse, has contributed to the improvement of these processes as they have been dedicated to this professional teacher training. Objective: To obtain data from the literature on Victoria Secaf while considerable thinker with significant importance in health education and especially for nursing. Methodology:This is a qualitative research conducted through a descriptive, analytical and documentary about Victoria Secaf, which allowed us to extract the identifications of this thinker in focus in view its collection biographical and their contributions in the education process and consequently in health and nursing. Discussion: The author appreciates nursing education as a teacher, a scientific publication, the History of Nursing, besides studying the image of nurses and their position in society, ethics and law. Secaf similarities with some thinkers are present will appreciate as encouraging student curiosity that transforms your posture, contributing to active learning and shared. We recognize the importance of training for teaching and research, aiming at the production of knowledge, highlighting among other things, the social role of the teacher. Conclusion: Secaf brought important contributions to think and reflect pedagogy, didactics and education, especially with regard to professional nurse. With respect to your teacher training is evident the need to invest in qualifying, given that, as an educator, is able to transform reality. Note that for strengthening the profession and its social image, the appreciation of the history of nursing, encouraging the production and socialization of scientific knowledge, highlighted by their works, if they must.

Palavras-chave : Education; Nursing Education; Nursing Faculty Practice.

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