In this work we analyze the professional and social requests of the nursing professor in Brazil in view of the requirements, identity and didactic-historical training of their knowledge field through a literature review. The findings pointed to a necessary reflection in the area, breaking the purely instrumental logic both of the teacher and of the professional to be trained, as the action-reflection-action sieve gradually occupies the centrality of the interaction between knowledge and action in a humanized perspective.
Nursing; Faculty nursing; Didactic-pedagogical training