Based on a prior analysis of 492 articles published by the Brazilian Computer Society (SBC), this qualitative study seeks to interpret the sociocultural meanings associated with the scant inclusion of demographic data in educational usability testing. It highlights the predominance of young men from the South and Northeast regions, as well as the lack of regional and neurodiverse diversity. The implications of these findings for inclusive design are discussed, with an emphasis on the need to reconsider who is included in evaluation processes and to reflect on how these choices impact the efficacy and equity of educational technologies in the Brazilian context.