The importance and complexity of educational work related to HIV prevention demand a continuing discussion of its contents. Regarding the ideologic features, it must be assumed that, with the AIDS epidemic, medical science reaches a dimension of the life relatively preserved from its previous hegemonic position: sexual behavior. In this field, a coercive attitude on the part of health professionals may lead to negative reactions. To avoid this, individual and community participation and self-responsibility are central tools for the improvement of the efficacy of education practices. The author proposes three components that educational planners should consider: information and its effects on knowledge, attitudes, and perception related to HIV infection; response facilitation; and support for individual and collective reflection.
Health Education; AIDS; HIV; Prevention
