[Lessons from health education for HIV/AIDS prevention: theoretical elements for the construction of a new integrated practice].
There is an evident contrast between health education practices and theoretical reflection concerning them as models. Health education practices have undergone considerable development in terms of strategies, methods, and modalities, while theoretical models have remained deficient, reductionist, fragmentary, and focused on behavior rather than social practices. Major problems include individualism, asymmetrical "teacher-student" relationships, students as passive objects of practices, lack of social and cultural contextualism, and excessive focus on factual behavior. We propose a praxis based on ten levels of integration regarding different human dimensions: 1) complexity requires interdisciplinarity; 2) holism; 3) combined perceptual and expressive dimensions in a integrated language; 4) framing of practices in real contexts; 5) realization of the continuity between the individual and collective realms; 6) symmetrical, dialogic and active educational practice; 7) integration of both intellectual-cognitive and affective-volitional processes; 8) risks as vulnerabilities of social groups that are capable of organization; 9) use of imagination in role-playing games; 10) recognition of others and diversity. Political aspects of education are emphasized as promoting citizenship and social change.
Merchán-Hamman
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Departamento de Saúde Coletiva, Faculdade de Ciências da Saúde, Universidade de Brasília, Campus Universitário Darcy Ribeiro, Asa Norte, Brasília, D.F., 70910-900, Brasil.
D000163:Acquired Immunodeficiency Syndrome / Q000517:prevention & control; D015658:HIV Infections / Q000517:prevention & control*; D006266:Health Education / Q000379:methods / Q000592:standards; D006801:Humans; D012725:Sexual Behavior
Os ensinos da educação para a saúde na prevenção de HIV-Aids: subsídios teóricos para a construção de uma práxis integraL.