TEACHING, TECHNOLOGY AND SCHOOL ENGAGEMENT IN THE CONTEXT OF LAW 15.100/25 LAW 15.100/25: TEACHERS' PERCEPTIONS ON ACTIVE METHODOLOGIES AND DIGITAL PRACTICES

Abstract

This article investigates the impacts of Law 15.100/25, which limits cell phone use in Brazilian schools to strictly pedagogical purposes. Based on bibliographic analysis and field research involving 54 basic education teachers, the study explores how educators are reconfiguring their teaching practices, especially through the adoption of active methodologies and digital tools. The findings reveal that most participants observed increased student focus, improved lesson planning, and greater engagement when technology was used with clear educational intent. The results also point to persistent challenges, such as insufficient teacher training and limited access to infrastructure. The study concludes that genuine educational innovation lies not in technology itself, but in how it is purposefully integrated into meaningful learning experiences, guided by the educator’s role as a mediator.