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A controversial decision shakes the education system in Brazil: the prohibition of the use of cell phones in classrooms.
The country, which faces serious educational challenges, is seeking to regain students’ attention in the midst of an era dominated by screens.
While some celebrate the move as a necessary step to curb digital distractions, others criticize what they see as a simplistic approach that fails to address the underlying problems.
In this debate, Brazil becomes the first country in Latin America to regulate phones at the national level.
“The classroom no longer belongs to the teacher, it belongs to the telephone”
By: Gabriel E. Levy B.
For years, cell phones have become silent – but powerful – protagonists in the classroom.
Most students carry them with them, under the guise of using them as educational tools or as safety devices. However, according to a study by Stanford University, mobile devices generate constant distractions: on average, students check their cell phone at least 85 times during a school day.
In countries such as France, this discussion has gained strength since 2018, when they banned the use of cell phones in schools for students under 15 years of age.
That model inspired Brazil, a country that faces serious educational problems, such as high dropout rates and alarming levels of functional illiteracy.
According to the National Institute of Educational Studies and Research (INEP), only 9% of Brazilian students finish high school with full skills in mathematics and reading.
Brazil’s Ministry of Education justified this measure by citing international research showing how technological distractions affect academic performance and emotional well-being.
Authors such as Nicholas Carr, in his work Superficiales, argue that the excessive use of digital technology not only erodes our ability to concentrate, but also limits deep thinking. This diagnosis is echoed in the Brazilian reality, where cell phones ceased to be tools and became obstacles.
The Civilization of Fish’s Memory
In The Civilization of Fish Memory, the expert psychologist, Bruno Patino, explores how hyperconnectivity and the excessive use of mobile devices have reduced our attention span to just nine seconds, a figure that equates us with the memory of a goldfish.
This “crisis of collective concentration,” as he calls it, has a direct impact on classrooms, where students find it increasingly difficult to maintain focus on their studies.
The recent ban on cell phones in schools in Brazil seems to align with Patino’s reflections, highlighting the urgent need to recover spaces for sustained attention in a world saturated with digital stimuli.
According to the author, this is not only an educational issue, but a crucial battle to preserve our ability to think deeply in a society threatened by technological automatism.
Between pedagogy and digital distraction
The impact of cell phones in the classroom transcends the limits of education. Jean Twenge, author of iGen, points out that the uncontrolled use of devices affects the mental health of young people, increasing the rates of anxiety and depression.
In Brazil, where 20% of adolescents already have symptoms of emotional disorders, according to data from the Pan American Health Organization, the relationship between technology and psychological deterioration is increasingly evident.
At the same time, the Brazilian education system is burdened with a structural crisis that cell phones intensify.
Most public schools face deficiencies in infrastructure, lack of access to books and pedagogical materials.
In this context, phones emerge as a solution to supply certain tools, but they also reinforce inequalities. While some students access modern internet-enabled devices, others only have basic offline cell phones.
This technological gap exacerbates social inequalities within the classroom.
The debate extends to the role of teachers. A survey by the National Confederation of Education Workers in Brazil revealed that 85% of teachers consider that cell phones make it difficult to manage the classroom.
However, they also admit that prohibition alone will not solve the deeper educational problems. “Technology should be integrated, not banned,” said Fernanda Moreira, a history teacher in São Paulo, who uses interactive apps as a teaching complement.
What do the international cases show?
The ban on cell phones in classrooms is not an exclusively Brazilian experiment. France, as mentioned, implemented this measure in 2018, and an analysis carried out by the OECD highlighted an improvement in student concentration and a reduction in disciplinary conflicts.
On the other hand, countries such as China have gone further, limiting the time spent using electronic devices in general and promoting controlled educational applications.
In the UK, some schools have adopted “no technology” policies that include workshops to teach students how to manage their own digital habits.
This led to a decrease in distractions and an increase in academic performance in subjects such as math and science, according to a report by the Centre for Economic Performance.
In Latin America, however, the discussion is more recent. Uruguay promoted the integration of tablets in classrooms through Plan Ceibal, although the results have not been conclusive in terms of their impact on learning.
Argentina, Colombia and Mexico have not yet legislated on the use of cell phones in the classroom, leaving this decision in the hands of each institution.
Brazil appears to be betting on a radical policy to tackle the problem, but some experts fear that the ban could become a superficial solution if it is not accompanied by broader education programs. “It’s not about demonizing technology, but about teaching how to use it responsibly,” warns Paulo Ramos, a specialist in educational innovation.
In conclusion, Brazil’s decision to ban cell phones in classrooms could be an important step towards regaining students’ attention and improving the school environment.
However, the success of this measure will depend on how it is implemented and whether it is accompanied by deeper educational reforms. In an increasingly digital world, teaching new generations to navigate between technology and learning will be a central challenge for education in the 21st century.
References:
- Carr, Nicholas. Superficial: What is the internet doing to our minds?
- Twenge, Jean. iGen: Why super-connected young people are growing up less rebellious, more tolerant, less happy and completely out of control.
- National Institute of Educational Studies and Research (INEP), Brazil.
- Pan American Health Organization.