At the Ramacrisna Institute, the restriction has been in place for a year. The coordinator tells us how the action has benefited the students

Federal Law 15.100, which regulates the use of portable electronic devices, including cell phones, by students in basic education institutions, is now in force. The new legislation seeks to ensure that technology is used pedagogically, avoiding distractions and promoting greater concentration among students.

The new law has divided opinion. On the one hand, parents see the restriction as an educational benefit, contributing to concentration and better school performance. On the other side, those who defend communication with their children during school hours. But what is the real impact of these changes on students’ daily lives and how do we deal with possible reactions?

According to psychologist Jéssica Tauane, from the Ramacrisna Institute, the abrupt withdrawal of devices can generate impulsive reactions, similar to withdrawal. “It’s very common for children and adolescents to have impulsive reactions when electronic devices are abruptly removed. This is because the prefrontal cortex, which is the region of the brain responsible for controlling emotions, logical reasoning and planning, is still developing at this stage of life. Unlike adults, who are better able to regulate their emotions and understand the consequences of their actions, young people are still learning to deal with frustration and self-control,” he explains. “That’s why when a cell phone, tablet or video game is suddenly taken away, the reaction can be intense, with crying, irritation or even aggressive behavior. This doesn’t mean that the child or adolescent is naughty, but rather that the brain is still maturing and needs support to learn how to manage these emotions. “ she said.

Despite the initial reaction, she defends the use of technology in a controlled manner. “Ideally, parents and guardians should set clear and progressive limits, communicating in advance about the time of use and encouraging alternative activities. In this way, they help develop autonomy and balance in the use of technology, without provoking such intense impulsive reactions. “.
For Jéssica, the family and educators play a fundamental role in this adaptation. “I see this change as an opportunity for social redemption. I often hear from children and teenagers who feel lonely and find it difficult to relate socially in person. They live immersed in the world of social networks and their parents are also constantly connected, which reinforces their children’s isolation. Moments of conversation and activities that bring the family together and socio-educational projects in schools are great allies in this process. “ he concludes.

Adaptation in schools

While many institutions are in the process of adapting to the new law, the Ramacrisna Institute’s Centro de Apoio Educacional Ramacrisna (CAER), in Betim, is already reaping the rewards of the ban on the use of cell phones in the classroom, adopted by the institution a year ago. “We’ve had a ban on the use of cell phones in the classroom for a year now, well before the law was passed. From the outset, we tried to implement this measure carefully, explaining to students the importance of this limit for concentration and learning. ”, explains psychoanalyst and CAER coordinator Marcileide Rodrigues.

She says that the adaptation was smooth and well accepted by everyone. “The adaptation was very smooth and, contrary to what many might imagine, there was no resistance from the students. Over time, they themselves realized how this change had a positive impact on their school performance. Today, the students themselves recognize the need for this restriction and understand that class time is a space for learning and exchange. “ he said.

Pietro Alves da Silva, 13, noticed significant academic improvements after restricting his cell phone use. “I was easily distracted and found it difficult to pay attention. This affected my grades. After the ban on cell phone use, my concentration improved and so did my grades. “ he says.
To ensure the effectiveness of the measure, the institution has implemented an organized practice. “Every classroom has a box where students put their cell phones when they enter. The teacher is responsible for keeping them and returning them at the end of class,” explains Marcileide.

Technology as an ally

Despite the ban on the use of devices, technology continues to be encouraged in CAER’s curriculum. “From the age of six, students have access to technological tools in the classroom, such as a computer lab, literacy table, digital whiteboard, robotics and programming, for example. The use of screens is allowed in a monitored way, for educational purposes,” says the coordinator.

To reinforce awareness of the balanced use of screens and social networks, the institution has also included lectures in the school calendar and a weekly class with cell phone activities, supervised by the teachers. “Our aim is to teach the conscious use of technology, so that students know how to use it in a productive and healthy way,” Marcileide concludes.