Objective:

to describe the integrating components of a teaching approach of health promotion through the reflective analysis of an educational experience launched in 2010 with teachers of an educational institution, for the promotion of sexual health of school children.

Method:

qualitative study systematization-style; 19 teachers participated with interviews and discussion groups. The information was analyzed through open and axial coding, and building of emerging categories.

Results:

education for health (EfH) is a teaching process that contains elements of traditional teaching approach, except that these are conceptualized and interact in a different way; for example, instead of teachers-apprentices, there are individuals (of care and counselors) who have biographies and knowledge worthy to value. Intentions must be discussed and negotiated, knowledge must correspond to the sociocultural context; however, in any process of EfH, empowerment, recognition and resignification of oneself, of others and of the environment are common. The teaching techniques and activities should encourage reflection and socialization.

Conclusions:

the EfH is a teaching process in which the didactic elements are individuals because they have valuable knowledge, there are intentions which must be discussed and negotiated, and there is a knowledge that summons and should involve boosting of empowerment and promotion of healthy attitudes and practices. All this is reflected in the teaching techniques and activities.

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