Evaluation of the Implementation Process of the <i>#Tamojunto2.0</i> Prevention Program in Brazilian Schools

Correspondence address: Márcia Helena da Silva Melo. Universidade de São Paulo. Av. Prof. Mello Moraes, 1721 - sala 19, bloco F, São Paulo-SP, Brazil. CEP 05.508-030. E-mail: mmelo@usp.br

Márcia Helena da Silva Melo is a Professor of the Universidade de São Paulo, São Paulo-SP, Brazil.

Iara da Silva Freitas is a Ph.D. candidate of the Universidade de São Paulo, São Paulo-SP, Brazil.

Luiza Chagas Brandão is a Ph.D. candidate of the Universidade de São Paulo, São Paulo-SP, Brazil.

Fabiane do Amaral Gubert is a Professor of the Universidade Federal do Ceará, Fortaleza-CE, Brazil.

Lidiane Nogueira Rebouças is a Coordinator of the Secretaria da Proteção Social, Justiça, Cidadania, Mulheres e Direitos Humanos do Governo do Estado do Ceará, Fortaleza-CE, Brazil.

Zila van der Meer Sanchez is a Professor of the Universidade Federal de São Paulo, São Paulo-SP, Brazil.

Authors’ Contribution:

All authors made substantial contributions to the conception and design of this study, to data analysis and interpretation, and to the manuscript revision and approval of the final version. All the authors assume public responsibility for the content of the manuscript.

Associate editor:

Eduardo Name Risk

Fortaleza					São Paulo
Number of classes that:					Number of classes that:
		Held the class	Carried out all the planned activities	Conducted the class according to the manual	Held the class	Carried out all the planned activities	Conducted the class according to the manual
Program class	1	10	6	3	8	8	3
	2	10	7	4	8	6	3
	3	10	7	2	8	8	4
	4	10	6	6	8	6	0
	5	8	7	4	6	2	1
	6	8	6	4	6	2	0
	7	8	8	5	6	4	1
	8	8	8	6	5	4	1
	9	8	8	3	4	3	1
	10	8	7	7	4	3	1
	11	8	8	8	4	4	0
	12	8	8	8	4	4	1

Fortaleza				São Paulo
Class duration (in minutes)				Class duration (in minutes)
	Minimum	Average	Maximum	Minimum	Average	Maximum
1	30	53	72	40	62	95
2	42	54	82	37	56	90
3	49	62	90	35	53	69
4	30	50	74	33	54	105
5	43	62	96	40	53	76
6	47	60	88	42	48	52
7	43	58	76	31	46	67
8	44	57	69	22	46	75
9	40	50	71	30	42	49
10	35	51	59	44	50	56
11	40	51	71	34	42	50
12	31	52	70	48	51	55

Category	Examples of reports/statements
School management support	“It only happens here because we have no problem with management. Because, for example, you want to do a project, here we are free to do it, here we always had it, even with the other director, who people thought was more closed off, we always had it” (Teacher).
Technical support	“I liked it, it was good, of course, very good, very enriching, something new for me, I had never participated, but as I am telling you here, I believe that for the next ones I should have more time” (Teacher).
Positive teacher-student interaction	“(...) the teachers who have a good relationship with the students, an ease of listening to these students, a teacher who manages to have an exchange, you cannot be that very rigid teacher, who has a much more distanced way, so they are the teachers who get closer to the students, who, in addition to being in the classroom, know more about the students (...)” (Coordinator).
Teacher motivation	“(...) it was like this, what made the difference for the project to happen, for the classes to work, was the teacher. She was very involved, she took the project there with a lot of responsibility, as something important, she took it very seriously” (Director)

Category	Examples of reports/statements
Complexity of the program	“And even for us, when you get the guidance booklet, it comes in terms, exactly high, and you, at the moment of shock, while you are going to use that notebook, those guidelines, so we had to adapt several expressions for them to approach the reading and for the student’s understanding, look for a synonym at the time, because you noticed that the student was not understanding (...)” (Teacher).
Competing demands between school and program	“There was a loss, but really, I’m speaking with all honesty, I think the loss we had in terms of mathematical content, I think we gained in another sense. So I don’t feel, I just feel like I’m demanding, because nobody wants to know that you worked on a project, that you worked on socio-emotional skills, that you’re thinking about the future, that these students don’t get involved with drugs, that they know how to deal better with the conflicts, with situations, and we may even have less problems with indiscipline (...)” (Teacher).
Cultural differences	“Students today are increasingly, unfortunately, in our situation, they are apathetic students, with difficulty in wanting to participate, in having a leading role when given an opportunity. Yeah, he’s going to make the decision, it’s the games, there are situations that they’ll have to decide, and we’re late in that sense, we’re being charged, you’ll have to make a school council now that you want student obedience, the student has to sit one behind the other (...)” (Teacher).
Application time in the classroom	“About negative points, I want to speak in general, of each class, from the first to the twelfth, it’s the matter of time. Really, there was not enough time for each topic” (Teacher).

[1] Correspondence address: Márcia Helena da Silva Melo. Universidade de São Paulo. Av. Prof. Mello Moraes, 1721 - sala 19, bloco F, São Paulo-SP, Brazil. CEP 05.508-030. E-mail: mmelo@usp.br

Brasil

Brasil

Evaluation of the Implementation Process of the #Tamojunto2.0 Prevention Program in Brazilian Schools

Avaliação do Processo de Implementação do Programa Preventivo #Tamojunto2.0 em Escolas Brasileiras

Evaluación del Proceso de Implementación del Programa Preventivo #Tamojunto2.0 en Escuelas Brasileñas

Abstract