Letramento digital docente no contexto da Lei 15.100/2025 e do ensino de ciências da natureza

Abstract

This research project seeks to analyze the impacts of the implementation of Law No. 15,100/2025, which restricts mobile technologies in schools, especially in the classroom, on teachers’ digital literacy and on the pedagogical practices of Natural Sciences teachers. The study is based on the understanding that mobile technology, although often perceived as a source of distraction, can also act as a relevant pedagogical tool, particularly in contexts of scarce technological and laboratory infrastructure. In this way, the central objective was to understand how teachers interpret and face the challenges resulting from the implementation of this legislation, analyzing its repercussions on the development of digital literacy and on the socio-emotional dimensions of teaching. Methodologically, the research adopts a qualitative approach and is characterized as exploratory, with action research procedures. Initially, a diagnosis was carried out through interviews with teachers in order to understand the educational scenario and students’ behavioral patterns after the restriction of mobile phones, as well as to identify teachers’ perceptions about their use in the classroom. The collected data were analyzed in light of Discursive Textual Analysis (MORAES, 2003). The study was submitted to and approved by the Research Ethics Committee in Humanities of UFS, under CAE number 85595924.0.0000.0383. The study reveals that many teachers understand digital literacy in an instrumental way and associate it with the control of student behavior, rather than as a pedagogical competence integrated into teaching. Such a view tends to reinforce the perception of mobile technology as a disciplinary problem, limiting its role as a didactic resource, especially in inquiry-based Natural Sciences teaching. In addition, it is observed that the absence of continuing education for digital competencies directly impacts socio-emotional aspects of teaching, such as self-confidence, professional security, and willingness to innovate. In contexts without adequate institutional support, technological restriction may intensify feelings of insecurity and make adaptation to new pedagogical demands more difficult. Although it favored greater attention and social interaction, it also revealed the absence of teacher training policies, pedagogical planning, and emotional support.