Arte de duas peças de quebra-cabeça dentro de um círculo.



It is by playing that a child learns to create worlds. Playing is, at the same time, a natural act of cultural learning.

Therefore, we believe that all children need to play. It is an essential activity for their lives, regardless of their physical, sensory, intellectual or social conditions.
Our role is to strengthen the idea that play, learning and knowledge go together. We believe that play by all is an essential part of the inclusive school, and it begins in early childhood education.

That is why we created a set of joint actions that involve continuous education for early childhood education professionals, such as teachers, administrators and other professionals. Furthermore, we monitor pedagogical practices in schools, with special attention to playing by all.

In these activities, games, the imagination and use of multiple languages – such as visual arts, literature, cinema, theatre, music and dance – contribute to equal opportunities and educational inclusion for children with handicaps and Comprehensive Developmental Disorder, and high achievers. These actions involve the entire school community, with the strong participation of families. Together, all discover new meanings and ways to deal with play and understand the role of the school in children’s lives.



CENPEC Partnership (2005 to 2014)

  • 170,198 students assisted;
  • 2,643 educators trained.

Mais Diferenças (More Differences) Partnership (2017)

  • 6,119 students assisted;
  • 406 educators trained.


Os números desta história (2005 to 2017)

  • 176,317 students assisted
  • 3,049 educators trained