In this Dissertation, I seek to think about and problematize the Pedagogy of Pajubá, from the perspective of “writing oneself” as a foundation in dialogue with my corporeality and crossed by subjectivity, in order to call into question cisheteronormativity and colonialism-racism. Is it possible to develop pedagogical practices through crossroads and a “queerization” of the curriculum? The crossroads becomes an indispensable analysis procedure in this dissertation awakening in tension in hegemonic pedagogy, towards a subversive policy in education. The central objective is to promote a pedagogy of resistance, in its critical, political and transversal sense, through the prism of crossroads and intersectionalities. Awareness about the body-territory becomes the foundation for us to cross epistemological, structural and sociocultural prisons, directing us towards a decolonial pedagogical praxis, which understands subjectivity, memory and ancestry as inseparable from the process of rupture. The crossroads, as a power that subverts the cystem, is configured as a line of force for the erasures of heteronormativity, whiteness, cisgenderity and patriarchy, technologies that strengthen racism and feed, in turn, the slavery heritage and trauma of colonialism. As a theoretical-epistemological approach, these intersections will start from dialogues with transfeminism and black-decolonial feminism, co-guided by impeccable black women, such as: Lélia Gonzales (1984), Sueli Carneiro (2005), bell hooks (2019), Carla Akotirene (2019), Patrícia Hill Collins (2021); in addition to having my pajubeira narrative nourished by fierce trans/transvestite women: Viviane Vergueiro (2015), ThiffanyOdara (2020), Letícia Nascimento (2023); as well as theoretical insights from black dissidents, such as Frantz Fanon (2020), Eduardo Miranda (2020). It is necessary to change the secular matrix of colonialism and listen to other voices!

The Social Assistanceand Family Strengthening Service (SCFV), partoftheUnified Social Assistance System, aimstopreventvulnerabilitysituationsandstrengthenfamilyandcommunitybonds. Objective: Toinvestigatetherepercussionsandchallengesof SCFV for childrenandadolescentsaged 6 to 15 in the Federal Districtfromthe perspective ofthefamiliesservedand social educators. Methodology: A descriptive, cross-sectional, qualitativeresearch approach wasconductedthrough Focus Groupswith 17 familiesparticipating in theserviceandthroughsemi-structured interviews with 02 social educatorsworking in directandindirect SCFV executionunits. Data wereanalyzedusingtheThematicAnalysismethod. Results: Twobroadcategorieswereidentified: 'PotentialitiesandImpacts' and 'ChallengesandLimitations' of SCFV. The resultsindicatethattheservicesignificantlycontributestochilddevelopment, socializationandstrengtheningofthe social assistancesupport network. Familiesreportedimprovements in children'sbehaviorand social skills, as well as support in thedailyroutineofcaregivers. SCFV wasalsoevaluated as promotingempowermentandciviceducation, providingfamilieswithgreaterknowledgeabouttheirrightsandwaystoaccessthem. The researchalsohighlightstheimportanceofthisservice in preventing social isolationandinstitutionalization, promotingthedevelopmentof social skillsandstrengtheningcommunitybonds. However, thechallengesandlimitationsfound in theexecutionofthisservice, such as disparitiesbetween delivery modalities, bureaucracyanddifficulty in accessingthe Social AssistanceReference Center, as well as thereduction in schedules andthematicdiversityof workshops, maycompromiseequity in service delivery andthefullachievementof its objectives. Conclusion: SCFV plays a crucial role in social protectionandthe integral developmentofchildrenandadolescents in vulnerablesituations. It isrecommendedtostrengthenandexpandtheservicethroughtheconstructionof new units, adapttheexistingones, recognizeprofessionalsandoptimizethe CRAS-SCFV referralprocess. It isalsosuggestedtoreview schedules andincreasethediversityof workshops offered. 

The research aimed to investigate the school's articulation with other institutions of the Rights Guarantee System (SGD) in the child protection network in Luziânia. A qualitative approach with mixed methods was adopted to analyze both the quantity and quality of interactions between these entities. The case study methodology was used to explore local dynamics and existing practices, with a focus on the school. The study was carried out in three phases: bibliographic analysis, document analysis and analysis of secondary data from the LuziâniaMunicipal Department of Education. The results indicated that the school, although essential for child development, operates in isolation, covering areas beyond education, such as health, safety and culture. Intersectoral articulation with other social areas of the municipality is limited, which requires closer ties between them and the creation of activation protocols. However, some schools managed to establish some intersectoral coordination strategies, strengthening the child protection network in their community. It is concluded that coordination between the school and the SGD is possible and necessary, and a technical note is proposed to contribute to strengthening actions to guarantee children's rights in the municipality.

The main objective of this study is to analyze the trajectory of sex education in official federal documents for basic education in Brazil from 2014 to 2024. To achieve this, content analysis was employed as the methodological framework, grounded in dialectical and historical materialism as both an epistemological stance and a method of analysis. From a critical perspective, the study interprets sex education as a protective tool for basic education students in Brazil. This analysis is based on a theoretical framework that incorporates Foucauldian and Freudian perspectives on sexuality, alongside discussions on sexual and reproductive rights for children and youth, and the broader landscape of educational policies in Brazil. Furthermore, the study examines the challenges brought by contemporary neoconservatism and neoliberalism in shaping sex education policies. Despite its scientific foundation and the presence of international frameworks and best practices, sex education remains a contested field, subject to disputes between different ideological perspectives—whether driven by progressive and human rights concerns or by neoconservative and hygienist agendas.

The research addressed Law No. 13.460/2017, linked to the Access to Information Law, highlighting the confluences of the democratic participation process as a right for the civic formation of the school community through the services provided by the Education Ombudsman (OvEB) of the Federal District's Department of Education (SEEDF). This Ombudsman specializes in addressing society's demands regarding the rights and duties of students in the Federal District. The objective was to analyze the practices of frontline bureaucrats in handling complaints and reports of violence against students in the Federal District’s Public School System. The study was conducted in the Subordinate Ombudsman Units (US-OvEB) located in three Regional Education Coordinations. The methodology was inspired by the Action-Reflection-Action (ARA) Methodological Triad, combined with exploratory, bibliographical, documentary, and field research. It adopted a qualitative approach, incorporating quantitative data analysis of complaints and reports of violence against students registered with the Education Ombudsman from 2021 to 2024. The findings revealed welcoming, empathetic, humanized, and discretionary bureaucratic practices. However, it was observed that bureaucrats do not exercise discretion when recording complaints. In the Brazilian context, nineteen OvEBs were identified. Among reports of violence, psychological violence accounted for 65% of cases. The study concluded that OvEB-DF serves as a normative instrument of participatory communication. Although it is not currently configured as a public action instrument, it has the potential to become one. 

Issues related to motherhood in the context of the semi-open custody socio-educational measure in the Brazilian Juvenile Justice System remain poorly understood. The limited existing studies on motherhood in socio-educational settings primarily focus on institutional confinement or draw comparisons with motherhood among adult women in the prison system. This study investigated the institutional trajectories of adolescent mothers and pregnant girls undergoing or having completed the semi-open custody socio-educational measure in Brazil’s Federal District (DF), combining document analysis with interviews with the adolescents and socio-educational staff. The objectives included examining the meanings attributed to motherhood within this context by both the adolescents and staff, as well as analyzing how the socio-educational system operates to safeguard their rights. The findings revealed trajectories marked by socioeconomic vulnerabilities, rights violations, and limited access to public policies. The judiciary often adopts a punitive approach, prioritizing socio-educational measures over protective measures necessary to address the inequalities faced by these adolescents and their families. The sociodemographic profile of participants aligned with national data: predominantly Black, residing in marginalized urban areas, with low educational attainment, limited family income, and institutionalized relatives. However, three key differences emerged compared to national statistics: (1) a higher prevalence of theft and attempted homicide as infractions; (2) a slightly older age group; and (3) greater diversity in family arrangements. Motherhood within the semi-open custody socio-educational measure was associated with intergenerational patterns of adolescent pregnancy and single motherhood, with adolescents expressing a desire to establish their own families despite fragile support networks. The small number of girls in the unit facilitated deeper bonds with staff, enabling individualized support and mediation in accessing public services. Notably, a remote modality of the semi-open custody socio-educational measure was implemented for adolescent mothers, allowing family and community living—a development warranting further study. Despite the study’s limited sample (eight adolescents and two professionals in the DF- Brazil), the data align with national literature, underscoring the need for intersectoral policies to protect the rights of adolescent mothers in the socio-educational system. This research expands discussions on motherhood in socio-educational contexts and contributes to the scarce literature on the semi-open custody socio-educational measure. It highlights the urgency of post-measure support programs and enhanced coordination among child rights guarantee institutions to ensure sustained assistance for autonomy, social protection, and dignified motherhood.

This qualitative research explores the meanings and potentialities of group work with adolescents completing noncustodial socio-educational measures at two facilities in the Federal District, Brazil. Group processes are considered crucial spaces for promoting reflexivity, personal and social development, key elements for juvenile accountability and the guarantee of their rights. The study is guided by the historical-cultural approach and critical theories on groups, understanding adolescents and group relations as diverse, complex, dynamic, and circumscribed by history and sociocultural contexts. The objective was to understand the meanings attributed by adolescents and young people under Supervised Probation (SP) regarding group-based socio-educational interventions offered in two Socio-educational facilities. The literature review characterized socio-educational measures and adolescents in the Brazilian National Socio-Educational Service System (SINASE), focusing on SP and group interventions. A brief historical overview of group theories within critical, social-psychological, and historical-cultural perspectives was provided. Studies on adolescence, the importance of socialization for human development, and group interventions in socio-educational contexts were discussed, highlighting a consensus on the need for professional training in group methodologies and the promotion of collective socio-educational approaches. The methodology involved three phases: 1) Semi-structured interviews with adolescents and young people under SP in two facilities; 2) Participant observation of group activities in these facilities; and 3) Focus groups with participants who experienced group-based socio-educational interventions. Results were organized into five thematic clusters (cores of meaning) emerging from the triangulation of data. Analyses revealed that adolescents perceived the groups as welcoming and dialogical spaces, despite initial resistance due to the mandatory nature of the socio-educational measures. They preferred group over individual formats, emphasizing peer exchanges, new experiences, expressive collective activities, and external initiatives in sports, culture, and leisure. The findings underscore the importance of emotional bonds and professional training in group methodologies, as well as the need to ensure adolescents' access to free public transportation and urban mobility. The study concludes that, when conceived as dynamic, dialogical, and socioculturally situated processes, group interventions enhance personal and institutional transformations, aligning with the principles of socio-educational measures and promoting participatory methodologies. The research emphasizes the urgency of expanding group-based practices in socio-educational services and related public policies for children and youth, aiming to foster adolescent development and guarantee their rights.

The coordination between schools and the Child Protective Services (CNS) has been crucial for the protection network for children and adolescents experiencing violence. Therefore, this research is relevant given the significant increase in violence suffered by this group of children and adolescents, which has become more visible during the pandemic. Therefore, this research aims to analyze the obstacles and opportunities for the work of schools and the Child Protective Services (CNS), in accordance with Law No. 13,431/2017, in protecting and guaranteeing the rights of children and adolescents in situations of suspected or actual violence. The specific objectives are: a) to identify the practices for receiving spontaneous disclosures of a situation of violence and the referral of cases to the authorities; b) to examine the procedures for handling and referring cases of suspected violence (protocols and workflows); and c) to analyze the relationship between schools and the Child Protective Services (CNS), particularly in cases of violence, in light of Law No. 13,431/2017. From this perspective, we argue that, in the Federal District, the dialogue between schools and the Child Protective Services is fraught with tension, resulting from misperceptions regarding the organizational structure and legal responsibilities of each entity. This situation creates weaknesses in inter-institutional coordination, compromising the effectiveness of the protection network and the full guarantee of the rights of children and adolescents.

Methodologically, this is a qualitative research project with a descriptive and analytical approach. The study site was the Child Protective Services Council (CSC) and four schools in the XV Administrative Region of Recanto das Emas, Federal District. The research subjects were a coordinator and two counselors from the CSC, as well as four educational counselors who work in schools across all stages of basic education. Data were collected through semi-structured interviews and questionnaires. Analysis was conducted in three phases, as proposed by Bardin (1977): pre-analysis; coding; category definition; and interpretation, considering current legislation—the Child and Adolescent Statute, Law No. 13,431/2017 and Decree No. 9,603/2018—and the theoretical framework on comprehensive protection.

The results point to obstacles such as the lack of protocols, weaknesses in institutional communication, lack of knowledge of legal roles, and training gaps among the professionals involved. Conversely, possibilities for strengthening this relationship were also identified, such as the implementation of protected listening, inter-institutional training, and the development of coordinated service flows. Therefore, it is concluded that it is urgent to promote more effective coordination between these institutions to consolidate protective practices and ensure the realization of the rights of children and adolescents. The research reinforces the need for public policies that guarantee the ongoing training of professionals, the unification of inter-institutional protocols, and the expansion of communication channels, so that schools can consolidate themselves as privileged spaces for welcoming, reporting, and promoting rights.

This dissertation is linked to the research line “Promotion of Development in Childhood, Adolescence, and Youth” of the Graduate Program in Public Policies for Childhood and Youth at the University of Brasília (UnB). The study focused on the pedagogical dimension of socioeducation within the policy of provisional detention in the socio-educational system, specifically at the Provisional Detention Unit of São Sebastião (UIPSS), in the Federal District, Brazil. The guiding question was: How is the pedagogical dimension realized in the policy of provisional detention within the socio-educational system of the Federal District? The general objective was to analyze how the pedagogical dimension is expressed in the policy of provisional detention, taking UIPSS as a reference. The specific objectives were to investigate the contradictions between the legal and normative frameworks that guide the pedagogical dimension in the context of provisional detention; to understand how this dimension is manifested in institutional practice; and to identify its limits and possibilities for effectiveness. The research follows a qualitative paradigm, adopting a critical and intersectional approach. The methodological procedures included documentary analysis and literature review, with data organization and critical evaluation carried out through thematic analysis. The findings reveal gaps between normative frameworks and daily practices, highlighting the absence of a specific Pedagogical-Political Project, as well as structural and institutional limitations for the proper implementation of the provisional measure. Despite these constraints, pedagogical experiences with educational intentionality were identified, pointing to potential for the development of formative practices capable of giving materiality to the pedagogical dimension. It is concluded that the consolidation of the pedagogical dimension in provisional detention requires more specific guidelines, structured planning, continuous professional training, and the implementation of a Pedagogical-Political Project built democratically by professionals and young offenders, in line with the characteristics of this socio-educational measure

In the current context, the spread of fake news and disinformation emerges as a threat to the integrity of democratic pillars. Recurring for centuries, the advent of the internet and the proliferation of fake news have increased prejudice, violence, denialism and the erosion of rights, including the right to vaccination. In the Brazilian context, fake news inflamed political conflicts during the pandemic, inciting the mass dissemination of false information, exacerbating intolerance and undermining the credibility of institutions, health professionals and the educational system. Therefore, this research project aimed to study whether and how misinformation violates the rights of children and adolescents, through an exploratory qualitative approach, the use of bibliometric research methods, as well as updated information sources. The content analysis demonstrated the key strategies and motivations for vaccine hesitancy, confirming the hypothesis that there was a violation of rights in the Brazilian context, especially the right to health for children and young people in situations of poverty.

The research investigated the execution of the precautionary measure of provisional internment of adolescents in the Federal District (DF, Brazil), considering its potential to contribute to the guarantee of rights and social protection of adolescents, in contrast to the historical emphasis on punishment, repression, and rights violations observed in the Brazilian socio-educational system. The general objective was to map the main suggestions for psychosocial referrals and the application of socio-educational measures and/or protective measures listed in the Statute of the Child and Adolescent (SCA) in provisional internment reports, considering the guarantee of adolescent rights. The history of institutional detention of adolescents in Brazil was presented; protective measures and socio-educational measures; an overview of provisional internment in the socio-educational system; and who are the adolescents in the Brazilian socio-educational system. The research articulated contributions from Cultural Psychology, sociocultural perspective on adolescence, precariousness of life, and necropolitics. Adolescents who experienced provisional internment in the DF were interviewed, and reports from two provisional internment units in the DF were analyzed, using thematic analysis. The results indicated that the profile of adolescents in provisional internment was of Black individuals, residents of peripheral areas, cisgender, heterosexual, with low levels of education, low income, engaged in informal, precarious and/or illegal labor, belonging to large families and exposed to various social vulnerabilities, precariousness, and rights violations, with limited access to public policies. The reports demanded little attention from the Child and Adolescent Rights Guarantee System, and there were few mentions of referrals to other public policies or suggestions for the application of socio-educational measures and/or protective measures, especially in the case of boys. The lack of qualified and coordinated public policies, capable of providing effective psychosocial support to strengthen the families and communities of adolescents was evident. Adolescents highlighted the omission of public policies and violence perpetrated by public agents, especially from public security agents. The state intervenes in the lives of these adolescents to punish them through deprivation of liberty, instead of protecting them throughout their development. Adolescents narrate being recruited into the criminal world due to the precariousness of their lives, state neglect, and domestic, community, and structural violence. It was concluded that provisional internment, as it has been implemented, has not consistently followed the principles of brevity and exceptionality present in the SCA. It is argued that action in provisional internment should be based on intersectorality with other public policies and dialogical interventions that are socioculturally contextualized in the reality of adolescents. The need for protective policies that promote social protection and guarantee rights for adolescents in provisional internment in the Brazilian socio-educational system is emphasized, understood as subjects in a peculiar phase of development and subjects of law.

This study aimed to unveil professionalization in the socio-educational system. The development of the study involved a historical investigation into professionalization and social-education, the analysis of relevant legislation on the subject, and the exploration of data from semi-structured interviews conducted with managers and young people who have completed socio-educational measures in the Federal District. Professional education is advocated in the Law of Guidelines and Bases of National Education, and the right to professionalization is guaranteed to adolescents and young people in the Federal Constitution and the Statute of the Child and Adolescent. In this sense, professionalization becomes important in the execution of socio-educational measures of internment, as it is not only a right of young people, but the vocational activities offered during the fulfillment of the socio-educational measure, intentionally and addressing the interests of young people, can be an opportunity to outline new life projects. The methodological approach included an integrative review to identify and analyze the contributions of bibliographic production on professionalization offered to adolescents undergoing socio-educational measures in Brazil, from 2019 to 2023, and the results indicated that professionalization in the context of socio-educational measures has progressed in legislative terms but still faces obstacles to effective and successful implementation. The study also included field research through semi-structured interviews conducted with young people who have completed socio-educational measures and managers working in the Socio-Educational System of the Federal District. Data were analyzed through thematic analysis. The main results identified the need to establish in the Individualized Socio-educational Plan (ISP) of adolescents and young people their life project throughout the socio-educational measure, aiming at their integral development, with emphasis on the completion of studies and engagement in vocational training programs aligned with their interests, aiming at their future insertion into the labor market. However, there are still several challenges, such as the scarcity of opportunities for vocational courses, discriminatory practices, and excluding selection criteria for these young people. However, there are prospects for improvement in the qualification offered in socio-education, especially through the improvement of interpersonal relationships, the implementation of courses that arouse the interest of young people, and mainly the establishment of guidelines for the professionalization axis. It is hoped that the results obtained through the research can contribute to the improvement of existing theoretical foundations and the development of new strategies and guidelines in public policy programs aimed at young people undergoing socio-educational measures. It is believed that this study can contribute by bringing visibility to the issue of the right to professionalization in socio-education.

The socio-educational measure of internment is the State's response to the accountability of young people who are attributed with the authorship of an infraction considered serious. The detention measure has a sanctioning aspect, characterized by deprivation of liberty, and a pedagogical aspect - materialized in the offer of socio-educational actions aimed at guaranteeing the rights of these young people and implemented in accordance with the Individual Assistance Plan (PIA). This is a research whose main objective is to understand how young people assisted in a male internment unit in the Federal District (DF) have exercised their right to participate in the preparation and monitoring of the PIA. Specifically, the objectives are intended to: verify how the internment assistance program and the unit's political pedagogical project discuss and guide the process of preparing the PIA, aiming at the participation of the young people; analyze how the youth deprived of liberty understands the pedagogical aspects of the measure and the function of the PIA in this context; to know the perceptions of the young in their experience of participating in the elaboration of the objectives and goals of their PIA. For the development of the exploratory and qualitative research, individual narrative interviews will be carried out and a group conversation will be held with young people deprived of liberty at the Recanto das Emas (DF) Internment Unit. Data construction will be complemented by a documental analysis of the PIAs. Data analysis and discussion will be carried out through analysis with thematic markers, from the perspective of guaranteeing the right of adolescents and young people to participate in the execution of the socio-educational measure

The objectiveofthisworkwastoanalyzehow socio-educationalandhealthpublic policies addressadolescentsundergoing socio-educationaldetentionmeasureswhopresent mental healthissues in cases of self-harmand suicide attempts. A qualitativeresearchwasconductedwiththefollowingstages: ethical procedures, fieldvisits for datacollection, documentanalysis, conducting interviews, treatmentplan, andanalysisofthecollected data. The ethical procedures consistedofactionsto minimize theimpactsofconductingtheresearch for theresearcherandotherparticipants. The fieldworkwasdividedintotwophases, firstinvolvingvisitstotheDetentionUnitsof Brazlândia, São Sebastião, andtheWomen's Unit of Gama, where a documentaryanalysiswasconductedontherecords data fromthe Health Management ofeach Unit, in cases involving self-inflicted injuries and suicide attempts in theyears 2021 and 2022. Subsequently, and in a complementarymanner, semi-structured interviews wereconductedwithhealthprofessionalsfromthePsychosocialCare Centers of Brazlândia, Itapoã, and Santa Maria, which are thereferenceservices for theresearchedInpatientUnits. The data analysiswasconductedthroughthecategorizationoftheinformationcollectedfromthedocumentanalysisandthe interviews. A significantdifferencewasfound in thewaytheInpatientUnitsrecord mental healthoccurrences, with no uniformity. It hasbeenfoundthat cases of self-inflicted injuries and suicide attemptsaccount for almostalloccurrencesof mental healthissues in theinpatientunits. Fromthe perspective oftheresearchparticipants, the response tothe mental healthneedsofthestudiedpopulationhasbasicallybeenlimitedtomedicationandisolation, relatingthisresearchfindingtotheworkofother scholars onthetopic. In light ofthe data collectedfromthedocumentanalysis, it waspossibletodiscusshow mental healthoccurrences are characterized, thereferralsmade, andtheactionstaken for each case. Anothernoteworthypieceofinformationisthe use oftheEmergency Service atthe São Vicente de Paulo Psychiatric Hospital – HSVP, which still serves as a reference for crisiscare in mental health for thepopulationofthe Federal District, andconsequently for adolescents in the socio-educational system. The findingsindicatethatactionstoreduceoccurrences in mental healthshould include training for staff, activitieswithfamilymembers, improvements in theflowofcare for incidents, as well as better communication withthe mental health network. In the interview phase, it washighlightedthatthewaytransfersandescorts are conducted poses a challenge for attendingtoadolescents in the CAPS. It hasbeenpointed out that for thecareof cases referredbytheInpatientUnits, the CAPS endsupofferingonlypsychiatricconsultationsandmedication, thusremovingtheessenceofthepsychosocialrehabilitation model inherenttothesepublichealthfacilities. 

Thisdissertationanalysedpublicpolicy processes for thematicschedulinganddecision-making for theconstitutionofthefirstcommittee for theparticipationofchildrenandadolescents in rightscouncils in Brazil, created in 2014 bytheCouncil for theRightsofChildrenandAdolescentsofthe Federal District/CDCA-DF underthenameofAdolescentConsultationCommittee (CPA). The methodologyused, focusedonqualitativeresearchandparticipantobservation, employeddocumentanalysistechniques.  The analysisoftheseconstitutive processes aimedtounderstandtheinclusionofadolescentparticipation in processes offormulation, implementationandevaluationofpublic policies underlyingthe debates held in theperiodbetween  2012and2015. The central argumentstatedhereisthat, ifontheonehand, theinstitutionalisationoftheparticipationofchildrenandadolescents in rightscouncilsrepresentsprogresstowardstheexerciseofcitizenshipbythesetypesofrights; ontheotherhand, thereis still little break fromtheadult-centricparticipationanddecision-making paradigm. The entireprocessofestablishingthe CPA/DF focusedontechnicalformalities, wasdirectedbyadultcounsellors, hadverylittleor no participationatallfromchildrenandadolescentsthemselves, andresulted in a system ofadvisorynatureonly. It isconcludedthattheparticipationofchildrenandadolescentsis still conditionedby a 'regulatedcitizenship' model in whichpartofthelegislationmaintainsthem as 'incapableorrelativelyincapable' (Civil Code) andanotherpartpromotestheiremancipation (ECA). 

Brazil has one of the most advanced laws regarding children and youth, and we specifically highlight its advances in relation to socio-education, moving away from the doctrine of irregular situation and adopting the doctrine of full protection as the main guideline in legislation; and in the formulation, planning and implementation of public policies in this area. However, this is not the reality in Brazil and consequently in the Federal District. Thus, considering the gaps in this effective implementation, this paper intends to discuss the performance of the Legislative Branch, in view of the shared responsibility between the Branches in the political context of the current model of democracy – the representative one, through the analysis of legislative proposals. These legislative instruments are the way in which parliamentarians materialize the demands of society. Based on this analysis, we were able to portray the actions of the Legislative Branch of the Federal District in relation to socio-educational policy, since the enactment of the SINASE Law. Among the objectives of this work, we highlight: mapping the actions of the Legislative Branch of the Federal District, through legislative proposals, in the period from 2012 to 2022; and highlighting the main impact of the actions of the legislative branch in the area of socio-educational education and identifying the behavior of this institution with the Executive Branch, as well as the impact of organized civil society in the realization of social aspirations. It is also important to emphasize that this work demonstrates the commitment of legislators to their electoral bases and the confirmation of the homologation pact – the relationship of subservience of the Legislative Branch to the Executive Branch. In order to fulfill these objectives, we used the database of the Legislative Chamber of the Federal District, where all legislative proposals are stored, for a quantitative and qualitative analysis of the data, and the impacts of these actions on the implementation of the policy, in order to advance in the construction, planning and implementation of public policies committed to the legislation