“…It is worth highlighting that, though present in Brazil, the characteristics that tend to stimulate educational competition associated to the participation of children and young people in supplementary education activities, as the strong relationship between education and future professional and social positions (Ribeiro, 2014;Souza, Ribeiro, & Carvalhaes, 2010;Teixeira & Menezes-Filho, 2012) and the centrality of assessments and students' selection that can advance between phases and educational levels, there are few studies on the theme in the country 6 . Even if there are studies generally indicating that the preparatory courses for university admission exams, the language courses, and private classes stand out in the Brazilian context (Castro, 2013;Costa et al, 2013;Galvão, 2020;Gomes, Vargas, Paiva, Rodrígues, & Schneider, 2010;Gouveia & Neto-Mendes, 2014), there is a lack of studies based on large samples that explore regional patterns of participation in different types and forms of supplementary activities. Besides this, in the Brazilian case, perhaps it would be important to carry out exploratory studies dedicated to measure the participation of children and young people in a broader array of supplementary activities (other than the activities directly related to the curriculum of regular education, such as classes of piano, guitar, soccer, tennis, ballet, swimming, computer, choir, drawing, theater, karate, capoeira, Olympic gymnastics, etc.…”