| [...] [Being a teacher], this requires at least thinking about what role you are exerting there on training [...]. (Wind Rose 1) |
Pedagogical knowledge |
| [...] I have a much greater tendency to the administrative area [...] in the School of Nursing I worked in all the positions [...]. (Wind Rose 1) |
Administrative knowledge |
| [...] this activity of mine of giving, of discussing with people very superior to me administratively [...] made me not give in [...]. (Wind Rose 1) |
Political knowledge |
| [...] What I have found is that when the student plays a militant role in the student movement [...] later when they enter the world of work, even if they are not in trade associations, they become work militants. Professors can also inspire, have the potential to arouse critical social reflection, but my experience has revealed that there are few of them. Most do not motivate political militancy and even contribute to its obstruction. [...] I want to declare that being a nurse was and is very important for my personal life. I have learned a lot with my relationships with nursing technicians, assistants, and other nurses, and even with the users of health services. [...] (Wind Rose 9) |
| [...] every human action is political, every being is a political being [...] when I define the theme of a conference I have a political definition, the council has a policy of supervision, I may have a coercive or educational policy [...] we are much more advanced in critical and political position terms than the American nurses, they developed their technical expertise much considering the issue of care of these things. [...] one would say: "discussing with Latin America is more difficult than with European countries and African countries, you are very critical." [...] A political militant, in terms of you being an articulator, negotiator, you have to learn strategies and tactics. [...] (Wind Rose 10) |
| [...] We made several articulations in the Department of Health [...] [talking on the construction of a primary healthcare unity by the community] women were leading, we held bazaars, sold things to improve, to tow, to paint [the health unit], that was a work of immense learning for me. From the political and technical point of view [...] the largest training school was ABEn. [...] two things for me have been fundamental in terms of my training, from the moment I started to study gender and better understand by this perspective of life in society and the militancy of the Brazilian Association of Nursing, because this made me have another vision of the world , of life, of my space as a teacher, all this gave me a very large amplitude [...] brought me back as a person, as a citizen, as a health care professional, as a teacher, as a woman [...]. (Wind Rose 11) |
| [...] the process of decentralization of health actions was what allowed this whole country to have nurses occupying positions of Health Secretaries, coordination of projects [...] there was the possibility of appearance of more active nurses and also the magnification of the understanding of public health [...]. (Wind Rose 10) |
Public Health knowledge |
| [...] experience of thinking about a new model of care [...] in the discipline of rural health [...] but we had a whole discussion on this model of care that only existed through campaigns, things that ... Of decentralizations [...]. (Wind Rose 11) |
| [...] the 8th National Conference on Health that, as we know, was a milestone in the fight for change of the model for health care in the country [...] was the conquest of a Brazilian health reform movement: a political movement that had as actors: workers and users of the health system and that boosted the creation of the Unified Health System. [...] Nursing militants work for the life of the people, therefore, for their right to full life, with dignity. You cannot think of life with dignity without thinking about the right to work, to income, to housing, the right to food. [...] These broad social issues are extremely linked to our field of work as workers of health and as citizens [...]. (Wind Rose 9) |
| [...] If you ask me, for example, what is my profession, I will say: nurse and not "nursing". This is important so that we do not continue to contribute with invisibility of the fact that this is a field of work divided technically and socially to meet the capitalist mode of production and, therefore, organized to satisfy the capitalist mode of production, exploiting the workforce to make spin the wheel of fortune and concentrate income in small groups [...] and a field [...] which is complex and subjected to conflicts between the categories of workers and employees. [...] as workers, we sell our workforce to employers, who understand in our technical division, an opportunity to devalue this work economically. [...] the fight for rights and humanization is essential, for social justice, the struggle of workers in general. After all, we are workers [...]. (Wind Rose 9) |
Sociological knowledge |
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[...] I think the issue of training is a serious one, very serious one, one of the things we have done here [...] bringing the discussion in the case of the discipline of Sociology Applied to Nursing [...] I fought hard for the presence of this discipline [...] it featured a discussion of gender, discussion of social issues [...] race [...] of social class. [...] it was a space where we were doing the training [...]. (Wind Rose 10) |
| [...] from the moment you incorporate these perspectives in your life [...] race, gender, you cannot look at race, gender, without looking at issues of social class, [...] you look at the contents not only from the perspective of the technique, but also of politics, of how this develops and within the processes of health policies[...]. (Wind Rose 11) |
| [...] our trade union experience [...] has helped a lot here in the Council to understand where is the role of the trade union, and making that connection with the trade union, we work very well articulated with the union in general [...] from my experience [...] in addition to having taken part of management, I participated in the Union [...]. (Wind Rose 3) |
Trade Union Background |
