Abstract:

The promulgation of the Federal Constitution of the Federative Republic of Brazil - FC in 1988 represented not only a milestone in the process of re-democratisation of the country, by ensuring citizenship rights and fundamental guarantees to all Brazilian citizens, but above all, the new constitution established itself as an important inducer in the construction of the public policy agenda.
With the 1988 FC, health and education began to be ensured as basic social rights, provided by the Brazilian State to all its citizens, guaranteeing and expanding access, for example, to health and education goods and services, enshrined in the 1988 FC, in the form of various public policies such as the creation of the Unified Health System - SUS and the National Education Guidelines and Bases Law - LDB.
Among the initiatives that could promote the integration between the areas of health and education in the care of children, adolescents, young people and adults, the Health at School Programme - PSE was established in 2007, by the union of education and health policies, for the promotion of both, in an integral way, since the PSE is an intersectoral public policy, strategically designed to promote the integration between the areas of health and education, providing the full development of citizenship, the improvement of public policies and learning in public administration.
The overall objective of this study is to analyse the evaluability of the School Health Programme in Brazil.
The research has a qualitative approach, and was developed through documentary and descriptive research in laws and documents related to the PSE public policy. The research was conducted in 2022 and is still ongoing.
The study utilized categories derived from policy monitoring and evaluation literature, which were employed to present and discuss aspects of the public initiative, as follows: (i) The institutional, political, and ideational context: This category delved into the broader context in which the public initiative operated. It considered the institutional framework governing the initiative, the political landscape that influenced its design and implementation, and the ideational aspects that shaped its underlying principles and objectives; (ii) Map of processes and results: provided a detailed breakdown of the initiative's processes and outcomes. It included a comprehensive overview of the steps involved in designing and executing the initiative, along with the resources utilized to support its implementation. Additionally, the category highlighted the activities undertaken as part of the initiative and the specific products generated as a result. It further examined the results achieved through the initiative and assessed its impacts on the targeted social reality. This mapping allowed for a holistic understanding of the initiative and its effects; (iii) Meta-evaluation through scientific studies: In this category, a meta-evaluation approach was employed by reviewing scientific studies that had evaluated the Health at School Programme in Brazil to gain insights into the overall effectiveness of the initiative.
The results can contribute to improving public policy design and development in integrated education and health initiatives around the world.

Keywords:

Public policy evaluation, Process and Results Map, Integrated education and health initiatives.