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Campaign Strategies, Implementation, and Evaluation 93

C A MPA I GN STR ATE GIE S, IMP L EMENTATI O N ,
AN D EVAL UATI O N

Successful campaigns speak to the target in culturally sensitive ways. In this situa-
tion, the challenge was to present the messages in words and images that honor the
culture while working to change the very pillars of centuries-old societal norms.
Although federally funded tolerance campaigns with slogans such as “Homo-
sexuality is not a disease; homophobia is,” primarily target homophobia, their con-
troversial nature also sparks a public dialogue about the stigma of HIV/AIDS
(Cevallos, 2009). This kind of conversation is critical to the success of Programs H
and M, which rely on open discussions about having sex, using condoms, and the
risk of AIDS. In a country where 90% of the population is Roman Catholic (U.S.
Department of State, 2008), the church’s positions on diversity, gender norms, sex
outside of marriage, and birth control are strong influences that must be addressed.
Involving Program H and M’s target audiences at every stage was a key strat-
egy on the path to accomplish this tricky cultural balancing act. As previously
explained, young men and women were central to the research that informed
the campaigns. In addition, youths from two low-income communities of Rio
de Janeiro developed the campaign materials, which have been adapted for use
in other Latin American countries as well as in India and Tanzania and, more re-
cently, the Balkan region in Europe.
From radio spots to postcards and from YouTube videos to special events, cam-
paign materials promote a new male identity that is “cool,” responsible, open to
conversation, and respectful toward his partner. The companion Mujeres program
employs a similar range of collateral materials to help women visualize having
more autonomy and negotiation power. Members of the target audience who al-
ready questioned rigid models of masculinity or femininity became “peer promot-
ers” in the interventions, spearheading implementation and attracting other youths
to the programs. A diverse network of allied groups extended the campaigns’ reach
and a representative sample of youths provided feedback for evaluation.
Intervention activities for each campaign consisted of two main components:
(1) a field-tested curriculum with a manual and an educational video for pro-
moting attitude and behavior change and (2) a lifestyle social marketing cam-
paign for promoting changes in community or social norms (Nascimento, 2005).

A Curriculum Product to Promote Change

The educational techniques, manuals, and accompanying videos that make up
the curricula for Programs H and M are termed “social technologies,” a concept
developed by Instituto Promundo and defined as “all educational material,