Sustainable Transformation at the Child-Friendly School in Cacula.

In 2020, Júlio joined the Child-Friendly School Project, at Primary School No. 1684 - 16 de Agosto. At the time, Júlio Bernardo was vice-coordinator of the Commission of Parents and Guardians (CPEE). In 2022 he assumed the position of coordinator, a role he holds to this day. In life outside of school, Júlio is a professional in carpentry and carpentry, and he also masters civil construction and is also a lover of agriculture.

Primary School No. 1684 is part of the 17 institutions benefited by the Child-Friendly School project. Júlio said that the Parents and Guardians Commission (CPEE), under his leadership, is composed of 12 members, of which 4 are women. The commission directly monitors between 350 and 400 parents and guardians.

To strengthen this work, a registration process was initiated with the aim of updating the data and ensuring greater accuracy in the monitoring of families, thus promoting a more organized and effective participation in school life.

Júlio recognizes that the Project has been a true source of knowledge. He says that since he started participating in the project and training, he has learned a lot and grown as a community leader. "I have learned a lot, thanks to God and also to the training we have been receiving", he highlighted.

He recognized the participation and fundamental role of CPEE, which has been essential for the success of the project and for the construction of a more inclusive, welcoming and sustainable school. 

 "The parents' committee helps the director in some activities in which they are called, we help in the creation of school gardens. " In addition, the commission also helps to supervise the work of teachers. For example, when teachers are absent or when they come and do not enter classes. That is, we are the representatives of the inspectors who are the parents and guardians".

Júlio shared that he no longer has children attending primary school. However, he addresses with enthusiasm the fact that he continues to be an exemplary parent, expressing that in addition to the coordination position he holds, he maintains his commitment through his grandchildren and other children who study at the same institution, thus strengthening the family and community bond with the school.

Focus on sustainability practices

In response to the third area of intervention of the Project (strengthening school management and community involvement through capacity building), Júlio enthusiastically shared some sustainability practices already adopted by the school, thanks to the experiences shared in the Project. He highlighted that his support, combined with the commitment of the other members of the Commission, has been essential to consolidate these initiatives and promote a more participatory school management committed to community development.

" The work of the plantation is something that is already in my blood and complements the other activities that I have already done. Normally, for the work in the garden, the teachers select the older boys, and they work with us. They help us to clear the land, and we have also been passing on the baton of how to organize a flowerbed, how to make a brushing to make the plantation. "

The creation of school gardens in Child-Friendly Schools is an example of how the school teaches students to understand the life cycle of nature and reinforces the importance of teamwork. The Child-Friendly School is not just a formal learning space; It is a true center of transformation.

Regarding the benefits of the school garden, Júlio understands that there are several:

" The benefits are several. First is that not everyone will have the opportunity to graduate, take economics or other courses. But for those who already learn how to make a plantation or how to make a flowerbed, then as man is an unfinished work (...), then here is the basis. We're trying to do our part, and then they'll try to do other things."

Another benefit pointed out by Júlio is the collection of products. According to him, because they are small quantities, which do not allow guaranteeing a meal for all students, the products are sold to generate some profitability. The amounts collected contribute to the acquisition of essential hygiene products and other supplies necessary for the proper functioning of the institution, especially in situations where the school does not have its own funds for their purchase.

Impact of the Project on WASH interventions and community engagement through capacity building

Access to Drinking Water at school and support for families

With the implementation of the Child-Friendly School Project, Primary School No. 1684 started to benefit from a water borehole. This resource not only guarantees the daily supply of the school but also reaches neighboring families who did not have access to drinking water at home. The improvement significantly reduced the risks of diseases related to the consumption of improper water and brought greater health safety to children and adults.

"It has helped a lot; the water is not only from the school. At times, we also help the community. For example, three or four days ago, we had a water problem at the Municipality level, and some parents came to benefit from the school's water. We think that although it is an asset of the school, the community also benefits directly from this asset."

Improving Hygiene Conditions (WASH)

Access to water has made it possible to reinforce hygiene practices within the school, such as hand washing, regular cleaning of the facilities, and promotion of healthy habits among students.

The initiative contributed to the implementation of the "3 Star WASH" model, which evaluates and encourages good water, sanitation, and hygiene practices in schools. In this perspective, Júlio characterized his school as being a school of two stars:

" Not to be perhaps too proud, I would say that our school has two stars. Our school has water and sanitation, it has a vegetable garden, it has functional bathrooms, and we have a teaching staff to match"

Community Engagement

The school community, through parents and guardians (CPEE), was empowered through training in management, leadership, and hygiene practices in the 3-star approach[1]. These trainings strengthened the active participation of parents, who began to play an essential role in raising awareness among families and promoting a healthy school environment.

Júlio said that, in addition to the topics that are taught to students at school, the involvement of parents in WASH issues has been fundamental for the changes that are observed today.

"We have noticed many changes. There were times when children showed up with dirty gowns at school, and others did not have a gown. But with this impact, we and the school management have been working so that the children come clean, learn to wash their hands, and we, as guardians, see that they bring this to our homes. They wash their hands before eating, after making use of the bathroom, and the houses that maybe didn't work before, but now they have become a model for our homes, thanks to the school."

"The overall impact is positive. We see that at the beginning of the school year, at the time of the matriculation, many parents decide to enroll their children in child-friendly schools because they know that their children are rigorously trained there. In addition, there are students who travel 5 to 7 km away and often leave other schools in their localities. This is one of the great benefits."

Despite the advances, there are still challenges. The school, which already has some conditions such as water and sanitation, needs to improve in areas such as security and infrastructure, as well as improve the involvement of more parents in the training. In addition, the handwashing station, which was rehabilitated with the support of UNICEF, has been facing maintenance problems.

Uncle Júlio, as he is affectionately called, feels encouraged to continue to contribute in the best way in the position he holds today and calls for the continuity of the project, the strengthening of skills through training, and other support for the benefit of the school community.