THE USE OF SMARTPHONES AS A DIDACTIC AND PEDAGOGICAL RESOURCE IN THE CONTEXT OF HIGH SCHOOL EDUCATION IN PERNAMBUCO STATE SCHOOLS

Abstract

The use, or even the mere possession, of smartphones in the classroom has been the source of numerous debates recently. The uncertainty surrounding the use of this equipment has prompted state and municipal governments in Brazil to restrict, and even prohibit, not only its use but also its possession in the school environment. This qualitative research followed an exploratory-descriptive approach, with the subjects of the educational action being teachers working in state schools located in Pernambuco, selected for their work in the context of secondary education, ensuring a representative and relevant sample for the study's objectives. Initially, the research will address the concept of mobile learning and learning resources. Then, the potential of the smartphone as a pedagogical tool in the school context will be presented, tracing a history of the entry of mobile technologies into Brazilian education. The data obtained through the application of an electronic form relate to the teachers' academic background, their teaching experience, their daily working hours, and the level at which the teacher works. This research addresses issues related to mobile learning, smartphone handling skills, and difficulties in using this equipment. In conclusion, the research highlights the need for more research on this topic; that administrators have legal and technical support to guide teachers; that teachers receive constant and adequate training in the use of new information and communication technologies; and that students receive guidance on rules that allow them to make the best use of the equipment.