On January 31, 2025, the Ministry of Education (MEC) of Brazil took significant steps to establish clear guidelines for the use of cell phones and tablets within schools, emphasizing their integration as tools for educational enhancement. The launch of two guides aimed at both schools and educational networks aims to navigate the challenges and opportunities presented by mobile technology, underscoring the need for conscious user practices.
The introduction of these guidelines follows the sanctioning of Law No. 15.100/2025, signed on January 15, 2025, which prohibits the use of portable electronic devices—including smartphones and tablets— during classes, recess, and breaks across all levels of basic education. The new rules, as Minister of Education Camilo Santana pointed out, are not intended to eliminate cell phone usage entirely but rather to protect students and improve their learning environments. Santana stated, “We do not want to prohibit use but to protect our children, ensuring school is a space for learning and interaction.”
The guides serve multiple purposes, including promoting discussion among educational staff about integrating mobile devices thoughtfully within the learning framework. They provide necessary practical directives on the risks of excessive screen time, which, according to studies referenced within the guides, have shown to negatively impact students’ attention spans and social skills. One alarming statistic indicated, “The prolonged use of cell phones reduces opportunities for social interaction among students, affecting the development of social and emotional skills.” This aspect of the guidelines particularly addressed concerns over the mental health and well-being of students.
Kátia Schweickardt, Secretary of Basic Education at MEC, articulated the intent behind these measures, saying, “We want to optimize cell phone use, enhancing benefits and mitigating harmful effects.” This sentiment underpins the proposed strategies within the guides, which detail how schools can operationalize the law by creating specific regulations addressing the proper use of devices.
Aléssio Costa Lima, President of the National Union of Municipal Education Directors (Undime), emphasized the need for detailed implementation plans, noting, “This law needs to be incorporated within school regulations. How will it manifest daily? This needs detailing.” Such calls for clarity point to broader expectations of accountability among educational institutions to adapt to these changes effectively.
The guides highlight opportunities for academic engagement through the responsible use of technology, with specific allowances for pedagogical purposes. For example, cell phone usage is still permitted when it aligns with education objectives, catering for students with disabilities, and fulfilling health needs. Anita Stefani, Director of Educational Management Support at MEC, confirmed this flexibility by stating, “The law does not remove technology from education. It is about using devices intentionally. Teachers must know how to use them to their advantage.”
Each school is now tasked with defining measures for safe storage of cell phones, recognizing the impracticality of completely banning devices from schools. A phased approach is encouraged, focusing on safe storage options, whether it be through students’ backpacks or controlled storage by educators. The guidelines underline the importance of reducing technical distractions to boost educational engagement and prevent mental health issues, as excessive reliance on digital screens can hinder students’ social interactions during breaks.
With these new regulations, the MEC aims to mitigate the adverse effects associated with smartphones, addressing the potential of “technology withdrawal” among students. Educators and administrators are encouraged to implement listening and support processes for students experiencing difficulties adjusting to the shift toward reduced screen time.
Examining the international perspective, the guidelines reference initiatives from countries like France and Canada, where similar restrictions on cell phone use have shown success. The goal is to emulate these practices effectively within Brazilian schools to create environments conducive to holistic learning and engagement.
By adhering to these frameworks, the MEC aspires not only to dampen the negative consequences of unrestricted cell usage but also to fortify socialization and physical interactions among students. The Ministry's overarching vision is to enrich educational quality through balanced technological integration, where the curated use of devices serves educational ends rather than detracting from them.
The recent implementation of these guidelines marks significant progress toward reshaping the educational technology discourse within Brazil. Schools will now play pivotal roles as they reflect on the efficacy of their current regulations and adapt them according to the state’s new legal framework.
What remains to be seen is how these strategies will manifest in practice across diverse educational settings, influencing the future relationship between technology and education. Overall, this initiative reflects the MEC’s commitment to fostering environments where students can thrive socially and academically in an increasingly connected world.