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 an 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; and 10) recognition of others and diversity. Political aspects of education are emphasized as promoting citizenship and social change.
Health Education; HIV; Acquired Immunodeficiency Syndrome; Sex Behavior