By Lucas Miato | Social Project Specialist
This report presents an analysis of the Perfect Crossing - Playing a Big Game project. In the previous project evaluation phase, the methodological proposal, the teaching methods adopted, the curricular organization, and the main positive points and areas for improvement identified were detailed.
In this document, the initial section presents the main contents and activities of each learning path, as well as how these contents and practices contributed to achieving the project's objectives and goals, considering an analysis of the activities carried out throughout the period.
We also highlight the positive points and areas for improvement observed in this phase, indicating whether there has been progress in relation to the aspects pointed out in the previous report.
Finally, we present general considerations about the project, discussing how the proposed activities impacted the students' learning processes and what challenges still need to be faced for its development to occur more effectively in the different dimensions necessary for more civic and inclusive participation.
In this phase of the project, we serve 546 students between the ages of 6 and 17, regularly enrolled in the formal education system. These students were divided into training cycles to ensure better learning outcomes. Thus, 6- and 7-year-olds formed Cycle 1, 8- and 9-year-olds formed Cycle 2, 10- and 11-year-olds formed Cycle 3, 12- and 13-year-olds formed Cycle 4, 14- and 15-year-olds formed Cycle 5, and 16- and 17-year-olds formed Cycle 6. Based on the specificities of each cycle, the students were divided into classes.
In this sense, the analysis in this report indicates the development of the planned indicators, considering the time the audience was exposed to the training process.
Overall, the classes showed consistently satisfactory and complete performance, demonstrating full achievement of the established goals. The students progressed in all planned areas and met the established goals and objectives. Much of the progress related to the habit of reading was due to the planning of the reading space. Although the acquisition of the collection and furniture was finalized near the end of 2025, the process and development of the habit of reading was carried out from the beginning of the project, with reading circles and classroom activities.
Now, with an adequate space and a diverse library collection, the reading potential among children and adolescents in socioeconomic vulnerability in the Muquiço Complex will reach other levels in the coming years, generating an improvement in the HDI of the region.
Therefore, supporting the Perfect Crossing - Playing a Big Game project concludes as a satisfactory relationship, since it is more than just sponsorship. It is a commitment to improving the lives of young people who, otherwise, would not have access to quality education options, educational sports spaces, cultural spaces, and national and international reading and literature options. Thus, the project has proven relevant to society, generating profound social impacts.
More detailed project information is available in the attached report.
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