THE USE OF SMARTPHONES IS PROHIBITED: AN ANALYSIS OF BRAZILIAN NATIONAL AND STATE REGULATIONS FOR TECHNOLOGICAL INSERTION IN SCHOOLS BEFORE THE PANDEMIC

Both at federal and state levels, governments have been implementing measures that aim to restrict the use of mobile technologies in the school environment. However, the SARS-CoV-2 pandemic has changed the course and perspectives of several fields, including public basic education, showing the use of smartphones as essential for maintaining school activities in emergency remote education. In this scenario, the objective of this research is to identify the views on the insertion of mobile technologies in basic education from national and state educational legislation, in addition to comparing the views (and practices resulting from them) supported in some Brazilian states with some of the national guidelines fostering digital literacy at schools. The methodology adopted is that of bibliographic-documentary research as well as of case study and comprises the concepts of digital literacy (Bawden, 2001), (Gilster, 1997), (Gomes, 2019), interaction (Leffa, 2006) e Legislation on the use of technology at school (Brasil, 1972, 1997, 1998, 2000, 2007, 2008, 2016, 2018; Ceará, 2008; Maranhão, 2019; Piauí, 2015; Rio de Janeiro, 2009; São Paulo, 2017, amongst others). It was identified, at the end of the research, a particular view carried by national and state legislations in relation to the insertion of mobile technologies in the school environment and how that is reflected in the practices regarding the use of smartphones in public basic education. By pointing that out, we expect to offer tools that can help (re) think the role of these mobile technologies in contemporary education.