TEACHERS' PERCEPTION OF THE DARE PROGRAM IN SOUTHWESTERN PARANÁ: AN ANALYSIS OF A PUBLIC POLICY FOR PREVENTION AND PROTECTION

Abstract

The Drug Abuse Resistance Education (DARE) program is one of the main public policies for primary prevention of drug use and violence in Brazil. In Southwest Paraná, where community ties and support networks play a decisive role in the daily life of schools, understanding how teachers perceive the program is fundamental to evaluating its relevance and guiding future improvements. This qualitative and descriptive research analyzed the responses of eighty-two teachers from municipal public school systems, obtained through a questionnaire composed of closed and open questions. The results reveal a high appreciation for DARE, especially for its potential to prevent drug use, reduce conflicts, and strengthen relationships among students. Teachers also highlight the bond built with the police instructor, frequently associated with the spontaneous disclosure, by children, of situations of violence and abuse, an indication of trust and the functioning of the protection network. In light of the Statute of Children and Adolescents, the National Plan for Education in Human Rights (PNEDH), the doctrine of Community Policing, and human rights education, it is concluded that the PROERD program contributes to safer, more participatory school environments that are sensitive to the vulnerabilities of childhood. The suggestions presented by the teachers point to ways to expand and improve the Program, reaffirming its role as a strategic public policy for comprehensive protection.