A Way Some Games

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A Way Some Games: Aprendizagem com D³: diversão, desafio e desejo!

Campinas, BrazilHortolândia, Brazil
Year Founded:
Organization type: 
for profit
Project Stage:
$100,000 - $250,000
Project Summary
Elevator Pitch

Concise Summary: Help us pitch this solution! Provide an explanation within 3-4 short sentences.

The project will be applied in a public school in Campinas/SP, Elementary School (1st through 9th grades), during on school year.
Consultancy during the year of the project.
Making games available to the school.
Financial/technological Investing in the gamification of games, enables greater scalability.

WHAT IF - Inspiration: Write one sentence that describes a way that your project dares to ask, "WHAT IF?"

What if learning was fun, challenging and desirable (through games)? This would bring the quality hoped for to the education.
About Project

Problem: What problem is this project trying to address?

Low motivation / absence of desire to attend the learning spaces are possible generators of the results: 40% of Brazilian students that don’t finish High School at an appropriate age, say they consider school unimportant for their purposes in life (FGV 2010). 80% of public schools in Brazil have ENEM (National High School Exam) scores below the national average. 50% of students don’t finish High School at the age in which they should.

Solution: What is the proposed solution? Please be specific!

Marc Prensky – Teaching Digital Natives 2005: “Involve me or infuriate me. School is so boring that children can’t take it.” We agree with the mantra of Prensky and see in our “product” the real possibility of elevating involvement and engagement, with fun and challenge, in the processes of learning. To establish a relationship of desire and want (from the students, teachers, parents and all of the involved community) to be in parts of the school (in and out); and like, like a lot, to learn, because this learning will make sense! We want to enlarge the “core” of our project with permanent consultancy during one year of the pilot project to create a collaboration between teachers and game developers.
Impact: How does it Work

Example: Walk us through a specific example(s) of how this solution makes a difference; include its primary activities.

We have already performed around 10 Workshops in the Project since 2013 and, after 30 hours of the workshop the teachers already have the know-how to create and adapt games for the curricular content. A good story of feedback: Chemistry teacher chooses the Logic game to review 18 items before the test. The class ends with “I-want-more” requests from the students because they have an open class students look for the teacher and ask them to return for one more class and so they went to the second part of the game with 18 more new items of review. It also happens with a certain frequency when a teacher takes our proposal to the direction of another school. This is one of the various concrete examples of the fruit of the construction of the good games that happen during the workshops presented above.

Impact: What is the impact of the work to date? Also describe the projected future impact for the coming years.

The impact of the work is noted by the feedback of educators, coordinators and managers which is very favorable and useful for the utilization of the games in the way it is presented, which we believe to be a result of the maturity reached after these thirteen years, through: workshops (national and international congresses), consultancies (public and private schools, municipal education networks), a Group of Educators (supported idea in the Festival of Ideas of São Paulo which lasted one year – 2013/2014) and the recently initiated Group of Game Practices. Our perspective of future impact is exponential scalability of the utilization of games on the part of the teachers, through the creation of a network where the experiences and design of games can be advertisements as in the metaphor of the Hundredth Monkey of the biologist Rupert Sheldrake about the Theory of the Morphic Field.

Spread Strategies: Moving forward, what are the main strategies for scaling impact?

We use a large collection of physical games. For greater scalability we will direct our financial resources to the development of games that work with the curricular content and socio-emotional abilities. Gamification offers immediate feedback for all involved and makes possible better planning and knowledge management. Records and evaluations (qualitative and quantitative) allows the presentation of the successful experience to other networks of education and, in this way, enable financial resources for contracting of partners that, after training, will be multipliers.

Financial Sustainability Plan: What is this solution’s plan to ensure financial sustainability?

With the visibility of the approval of the project, it will be presented to investors; give sequence to consultancy in the school (pilot plan); furnish paid workshops for the utilization of games. The implementation of a Learning Center that will attend to a portion of children/teenagers at no charge is also expected, and another with paid enrollments. Begin the annual edition of the Divergent Education Congress (practices that reinvent learning).

Marketplace: Who else is addressing the problem outlined here? How does the proposed project differ from these approaches?

The only initiative that we know of here in Brazil, that brilliantly utilizes games with scholarly content, is: OJE – Digital Game Olimpics (Digital Port in association with the Federal University of Pernambuco and Office of Education of Pernambuco), for students from the 8th year of Elementary School and the 1st through 3rd years of High School. Our differential is in a more comprehensive age group and in a hybrid use of the games: both physical and digital. In this way it will immediately meet the demands of the school, without large technological projects for implementation.

Founding Story

In 2006 contracting as the consultant for the Institutos Arcor Brasil e C&A, for the projects: Minha Escola Cresce (My School is Growing), and Juntos Pela Educação (Together for Education) – Campinas (SP), João Pessoa (PB), Recife (PE) and Fortaleza (CE) until the year 2013. The approach with the projects of the schools and the reality found (opportunities, demands, obstacles and resilience) were the seed for my mission to materialize: make learning spaces more pleasing through the use of games. As a father, noticing how much children don’t want to go to a school that doesn’t include any fun, challenge or desire is frustrating, and, at the same time, causes me to seek opportunities to participate in this global challenge, to offer another learning space.


Ana Maria Zagatti de Souza Education experience: 13 years Part-time participation Oscip (Civil Society Organization of Public Interest) NECA (Core of Study and Research about Children and Adolescents), Operational Coordinator of Projects, Courses and Workshops February/2006 until the present. College of Communication and Letters – English Language and Literature PUC – 1982 Postgraduate Latu Sensu Business Communication ESPM - 1991
About You
Academia do Cérebro (Brain Gym)
About You
First Name


Last Name


About Your Project
Organization Name

Academia do Cérebro (Brain Gym)

How long has your organization been operating?

Please select

Organization Country

, SP, Hortolândia

Country where this project is creating social impact

, SP, Campinas

What awards or honors has the project received?
Funding: How is your project financial supported?

Foundations, NGOs, Businesses, Regional government, National government, Customers, Other.

Primary Target Age Group

3 - 5, 6 - 12, 13 - 17.

Your role in Education

After-School Provider, Coach, Resource Officer, Teacher.

Please specify which of the following best applies:

I am applying on behalf of a particular program or initiative.

The type of school(s) your solution is affiliated with (if applicable)

Public (tuition-free), Private (tuition-based), Other.

Intervention Focus

Curricular, Extracurricular.

Does your project utilize any of the innovative design principles below?

Equip Adults to Drive Change in Learning: Providing creative learning experiences for teachers, parents, working professions and others that empowers them to drive change in any part of the learning ecosystem.

Is your project targeted at solving any of the following key barriers?

Trapped Between Competing Pressures: Educators face a lack of capacity to re-imagine and restructure educational settings.


Limitations due to competitive pressure: Insufficient capability to reimagine and restructure educational environments.


Guarantee the effective utilization of games in classrooms.

What key learning outcomes does your work seek to improve?

On the students’ part: with the awakening of pleasure reach the real engagement and the desire to actively belong in the learning spaces and thereby present satisfactory development both in the academic curriculum and in what touches on emotional intelligence.
On the teachers’ part: the effective use of the games and structures as a “means” to work with the curricular content and develop socio-emotional abilities, also in an overall pleasing way.

Secondary Form
PROGRAM DESIGN CLARITY: We are hungry to know more about what exactly your model consists of. Please succinctly list a) what main activities are you doing with your beneficiaries, b) where you carry out the activities? c) how often? d) for how many hours? e) who delivers the services? and f) any other brief details

Game Workshops in Offices of Education (Municipal and State); Private schools and Institutes and Syndicates; the frequency is varied (we would like it if, instead of point process it were continuous, which is what we propose); generally with a minimum workload of 4 hours (the ideal would be 30 hours). Our team is responsible for conducting the workshops. Starting with the 30 hour Workshop the teachers will already have autonomy to create new games that meet the specific demands and/or new specific demands and/or those that arise.

INSPIRATION: What do you consider the most important trends or evidence that inspire you to believe the world is ready to Re-imagine Learning? Please elaborate.

My turning point 2006 consultant of the My School is Growing, and Together In Education Projects (Institutes: Arcor Brasil e C&A). for six years I saw the transformation of Education, People and Communities.
Upon reading: Volta ao Mundo em 13 Escolas (Return to the World in 13 Schools), I attest that I am not alone in my dream and that the utopia that I seek already exists in various schools in the world!
Design Thinking for Educators, a daring and courageous process that I would like to see implemented in the schools. TED, starting with Ken Robinson, among many other people that help me to maintain hope that moves the untested feasibility. (Paulo Freire)

LEARNING THROUGH PLAY: What does “learning through play” mean to you and why it is a must-have, instead of a nice to have?

We call it: Intelligent Learning, and, we make it an absolute point that whatever is presented awakens the curiosity, with balanced challenges, involved in narratives of learning that add worth.
EMPOWER learning spaces, with games where the desire to Be in the game becomes present.
VERSATILITY OF THE GAMES: engagement + ideal “way” of working curricular content and socio-emotional abilities.

SUSTAINABILITY: Please list a quick breakdown of your funding, indicating the percentage that comes from each source.

Today, 100% of revenue comes from the Workshops. Our goal:
Sale of the games licenses;
Develop Projects with Governments.
Lenders that through physical/financial contrast increase the offering of Workshops, development, manufacturing and gamification for greater scalability.

MODEL: How does your mission relate to your business model (i.e. Non-profit, for-profit or hybrid)?

Mission: “Make learning spaces more desirable; business and organizations more creative and innovative.” Our model is for profit, with voluntary actions in the Educators Groups: Campinas: Aug/2013 to Aug/2014; Atibaia: May/2014 ending in Nov/2014. We invested in Human Resources because these spaces of “fermentation” generate the possibility of change in the “paradogma” for the new paradigm of the education worthy of this Gift.

FUNDING PRIORITIES: If your organization were given $20K in unrestricted funding today, how would you use it? Why?

Gamify games that we use, guarantee the scalability of desired use and make feedback that the game offers possible in knowledge management for the student, teacher, coordinator and parents!
Develop/manufacture games in larger quantity.
Offer consulting to Public Schools for 1 year.

PARTNERSHIPS: Tell us about your partnerships that enhance your approach.

Art Therapy: Ana Alice Trubbianelli (Engineer, Art Therapist)
Strategies of Art Therapy propose the path to meeting up with the Me and recuperate what is human in the human being. (Ana Mae Barbosa)
Music: Tânia Maya (Pedagogue and Singer) and Edinho Paraguassu (Physical Education Teacher), through Circular Music and Dance Games they reconnect the body, the mind and the spirit; which certainly favors and increases learning potential.

COLLABORATIONS: Have you considered or initiated partnerships with any of the other Challenge Pacesetters? If so, please share.

We have not made any yet... We do think that it is a potential to leverage our projects that can have an “as-one” focus. For beyond the choice of 10 finalists, we see that the created network is the path in the direction of enabling these meetings and collaborations.

VISION: If you had unlimited funding, and you could fast forward 15 years to when your program has been able to achieve wild success - what will it have achieved?

The Academia do Cérebro (Brain Gym) as an Institute, our own headquarters with a natural pool, a lot of green area; that offers offices to: teachers, children, teenagers, young people, adults and families. Overall a place where people want to be! Generator and multiplier of knowledge, publications and one of the world references in the new education paradigm.

IMPACT - KEY METRICS: Please list the key data points that you would cite as evidence that you are able to achieve lasting learning outcomes. Please also share one data point for which you most hope to see better results over time

We give voice to the evaluation of the teachers of the Degree of Practice of Games Atibaia/SP 08/27/2014, fourth meeting:
“We learned games that stimulate curiosity.
Very productive, interesting, it certainly will help in the students’ learning.
Challenging, stimulating, a very good course, very practical.
I thought the idea to learn through play was fantastic. I believe that children will have a lot of fun.”
We want to guarantee greater if not full utilization of the games.

IMPACT - REPORTING SAMPLE: Please attach any examples of your impact reporting. [optional]:
RESEARCH AND EVIDENCE: Please link or attach any research or evidence resource you are open to sharing more widely [optional]. Building research and evidence is a key aim of this initiative, and the resources you share may be chosen for listing in the Center for Education Innovations library:
SOURCE: If applicable - who created the research or evidence you are choosing to share? :
IMPACT - REACH: How many people did your project directly engage in programmatic activities in the last year?

500 to 1,000

STUDY: Has an external evaluation or study been conducted of your organization?


Other (please specify)

We absolutely make it a point to assess our activities in a creative way, this is a permanent tool to perfect ourselves.

Number of Employees:

Fewer than 10

Number of Volunteers:

Fewer than 10

APPROACHES: Given the complexity of play, it is not surprising that there have been numerous research attempts to categorize the different types and approaches! Please indicate which of the following your project focuses on.

Physical Play, Play with Objects, Games with Rules, Creating a Supportive Socio-Emotional Environment, Providing a Range of Opportunities (providing the equipment and materials needed for various types of play), Educational Structuring (developing playful projects within educational contexts), Adults Participating (Ensuring adults are able to play alongside children), Challenging Play (play that disrupts - where rules are disregarded and levels of imagination are high).

Other (please specify)
AFFILIATION: Please specify if your organization has any existing affiliations with the LEGO Group.

We don’t yet have any. Let our desire to get closer, and of the possibility to increase our learning be known here.