Methods: In 2014, the MoH #Tamojunto multipliers accompanied the teachers on a monthly basis (3-4 times during program implementation), collecting the monitoring data through forms filled in by teachers during the meeting. The instruments were developed by the MoH and tested in the 1st semester of 2014. In the 2nd semester, the reviewed version of the forms was filled in by teachers that started implementation in both 1st and in 2nd semester. The multipliers realized up to 4 monitoring meetings and digitated the forms in the MoH platform, totalizing 267 teachers´ records. In 2015, the forms were reviewed and by the end of October, 124 forms were recorded in the system.
Results: Data from 2014 indicate that a) some pupils were more receptive to socializing with teachers than before #Tamojunto application (82% of the teachers´ forms); b) teachers observed that pupils interacted more among each other, beyond the #Tamojunto classes (67%) and c) #Tamojunto improved teachers´ self-esteem as educators frequently (44%) and always (53%). The partial data from 2015 confirm these results.
Conclusions: The program #Tamojunto produces immediate effects on the social environment in the class (relations among students and between teacher and students) contributing to improvement of relational well-being. Furthermore, it affects the subjective well-being of teachers regarding their self-perception and professional realization. These effects are of particular importance in the context of the Brazilian public schools, characterized by poor material conditions, low salaries, high overload and turnout of teachers and high rates of school evasion.