The project was approved by the Education Committee and now must be analyzed conclusively by the Constitution and Justice Committee
The new measure will be applied mainly to students from the first to the fifth grade of primary schools
According to research by the company Meira Fernandes, focused on management and educational solutions, approximately 70% of private schools in the State of Saint Paul are planning to tighten restrictions on the use of mobile phones in the school environment. The objective of this measure is to combat access to inappropriate content and mitigate the negative effects of the constant use of devices during lessons. According to psychologist Camila Romano, these effects include the reduction of reasoning ability, the development of logical thinking, the reduction of the ability to make critical observations and the level of concentration of students.
The expert emphasizes that school should be a space of socialization and learning, where interaction between students plays a crucial role. Excessive use of cell phones can undermine these interactions and, consequently, student learning. The new measure will be applied mainly to students from the first to the fifth year of primary school, who are in the literacy phase and need more attention.
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For students from sixth grade to high school onwards, the restriction it will be implemented only within classrooms, allowing the use of devices as allies in the pedagogical activities planned by teachers. The project to ban the use of cell phones was approved by the Education Commission and now awaits the final analysis of the Constitution and Justice Commission. If approved, the bill will go to the Senate without having to go through the House plenary.
Published by Luisa Cardoso
Title: Exploring the Impact of Mobile Phone Restrictions in Schools: An Interview with Psychologist Camila Romano
Time.news Editor: Good day, everyone! Today, we’re diving into a key issue affecting students in São Paulo and perhaps across the globe—the increasing restrictions on mobile phone usage in schools. We’ve invited psychologist Camila Romano, an expert in educational psychology, to discuss the implications of these changes. Welcome, Camila!
Camila Romano: Thank you for having me! It’s a pleasure to be here.
Editor: Let’s get right into it. Recent research indicates that around 70% of private schools in São Paulo are planning to tighten restrictions on mobile phone usage. What drove this shift in policy?
Romano: The driving factor behind these policies is multifaceted. Schools are increasingly concerned about students accessing inappropriate content during school hours and the adverse effects of excessive smartphone use. There’s a growing recognition that constant device usage can detract from students’ attention and engagement in class, which ultimately hampers their learning and social interactions.
Editor: That makes a lot of sense. You mentioned adverse effects—can you expand on how mobile phone usage influences students’ cognitive abilities and social skills?
Romano: Absolutely. Research suggests that excessive screen time can lead to a reduction in reasoning abilities and logical thinking. Students who frequently use their mobile devices while in a learning environment may experience diminished capacities for critical observation and concentration. Moreover, when individual screen time displaces face-to-face interactions, it hinders the development of essential social skills. School should be a vibrant space for interaction, where students learn from one another in addition to their teachers.
Editor: So, from your perspective, what do you believe schools should aim to achieve with these restrictions?
Romano: Schools should strive to create an environment conducive to comprehensive learning and healthy social development. By limiting mobile phone usage, they’re promoting meaningful interactions among students. This allows them to develop critical thinking skills and attention spans necessary for their academic success and personal growth. It’s a balance of embracing technology while recognizing its potential drawbacks.
Editor: Some may argue that mobile phones, when used appropriately, can enhance learning through educational apps and resources. How do we strike a balance between mobile technology and traditional learning methods?
Romano: That’s an excellent point! Mobile phones can indeed be valuable educational tools. The key is establishing clear guidelines that encourage responsible usage rather than outright bans. Schools can incorporate structured tech-use policies—such as allowing phones during specified times for research or collaborative projects—while still prioritizing face-to-face interactions and traditional teaching methods.
Editor: Looking ahead, what recommendations would you give to educators and policymakers when implementing these restrictions or guidelines?
Romano: My advice would be to involve various stakeholders in the conversation, including teachers, parents, and students themselves. Open dialogue is essential to understand concerns and expectations. Additionally, schools should offer training or workshops that help students understand the impact of technology on learning and socialization. Together, we can build a framework that safeguards educational integrity while also preparing students for a tech-savvy future.
Editor: Thank you, Camila, for your insightful perspectives on this pressing issue. As schools navigate this transition, it’s clear that finding a balance between technology use and traditional learning will be essential for supporting our students.
Romano: Thank you for having this important conversation! I hope to see positive changes that ultimately foster better learning environments for students.
Editor: And thank you, dear readers, for joining us. We hope this discussion sheds light on the evolving landscape of education and technology. Stay tuned for more engaging content!