CULTURA DIGITAL E RESTRIÇÃO DE CELULARES: IMPLICAÇÕES PARA A EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA

Abstract

This article critically examines Law No. 15,100/2025, which regulates the use of mobile devices in Brazilian schools, analyzing its implications in light of the principles of integral education, particularly within the framework of Professional and Technological Education (PTE). The study adopts a qualitative, exploratory-documentary approach, grounded in the analysis of the legal text in articulation with normative documents issued by the Ministry of Education, such as the Connected Schools Program, related legislation, and international reports, notably UNESCO’s Global Education Monitoring Report, in addition to theoretical contributions from Saviani, Freire, Kenski, and Lévy. The analysis reveals a tension between public policies that promote the integration of digital technologies into educational processes and a legal framework that, motivated by legitimate concerns regarding mental health and student distraction, adopts a restrictive stance. It is argued that the effectiveness of the law depends less on prohibiting the device itself and more on the institutional capacity to mediate its critical use. In the context of PTE, such mediation is strategic, as preparation for the contemporary world of work requires technical competencies articulated with intellectual autonomy, ethical responsibility, and digital citizenship. The study concludes that exclusively prohibitive approaches risk generating a formative vacuum, thereby undermining students’ preparation for a society structurally shaped by digital culture.