Inovações tecnológicas como subsídio para a educação em saúde na prevenção do hiv/aids em transgêneros jovens

Abstract

The conceptions of emancipation and the aid of simple or complex technologies aimed at health education, provide dynamicity and innovation to the theoretical and methodological aspects in favor of the autonomy, interaction and accountability of young people in the different social scenarios. 1-5 Technology arouses curiosity, such an exercise leads to criticality, restlessness, and the continued search for learning. 6 Online technologies are important means of communication, since they can contribute to the exchange of information and knowledge in health in a participatory way. Mobile phone applications and social networks are relevant tools to be explored, enabling the dissemination of news, data, campaigns, reports of community events and facilitates interpersonal relationships, exchange of experiences and discussions. 3-4,7 With technological advances and increasing access to the Internet and mobile telephony, the need for technological innovations for the prevention, care and treatment of HIV/AIDS, in particular the LGBT (Lesbian, Gay, Bisexual and Transgender) public, has incited the first the United States Agency for International Development (USAID) meeting on the use of technologies for HIV programs focused on transgender people and had as its main considerations the encouragement of social interaction, adherence, debates and community mobilization. 8 Social networks allow the access to forums and virtual communities for the development of the discussions based on the themes of interest, with individual and collective relevance, which have repercussions on the dissemination and construction of ideas. 4,9 In addition, the effectiveness and adherence of health education strategies, through mobile technologies, to transgender people, above all, to reduce HIV risks and control AIDS. 10 The use of Information Technology (IT) in the health area has advanced and developed alternatives for applicability both in health care and in multiprofessional health education research and actions, beyond institutional and academic limits. The success of the educational action is related to the type of method and content used. In this sense, activities must emerge from the demand of the target public and contribute to the construction of knowledge in a participatory and innovative way, therefore, it is fundamental the appropriation of health professionals to the domain and recognition of technological potentialities. 11-3