LAUSR

OBJECTIVE To evaluate two educational interventions and identify differences between them in what concerns the promotion of knowledge, attitudes and practices in relation to the pill and male condom. METHODS A randomized controlled clinical trial was conducted with teenagers, in which two different educational interventions were used, one based on the methodology of problematization (PG) and another on the pedagogy of transmission (TG). Knowledge, attitudes and practices were verified through a questionnaire applied before, one month and three months after the intervention. RESULTS The two educational interventions promoted positive changes in the answers to questions on the knowledge, attitudes and practices of adolescents, from both groups. In what concerns knowledge, performance when answering the questionnaire was better after the intervention for both. However, only the PG showed improvements in performance over time. The TG showed a higher chance of displaying certain positive attitudes and more chances of correct answers about some practices. CONCLUSION The two educational interventions, despite having used different methodologies, have generally been proved to be effective for teaching about the pill and condom use, with positive impacts on knowledge, attitudes and practices, but with the methodology of problematization, the maintenance of knowledge in the time period studied was obtained.