Recess Time, Learning Time

Education for the Use of Digital Devices of Basic Education Adolescents

Authors

DOI:

https://doi.org/10.25749/sis.41868

Keywords:

digital literacy, school, digital technologies, recess, adolescents

Abstract

This text is the result of a research project linked to teaching, which critically engages with the prohibitionist movement against the use of digital devices in basic education schools. Its objective is to investigate possibilities for digital literacy and education for the use of digital among adolescents aged 12 to 15, considering the limitations and possibilities related to Law 15.100/2025, enacted in Brazil. The project explores listening to adolescents and considers the possibility of building autonomy and responsibility in the use of digital technologies, with digital literacy as a guiding concept. Among the actions of the research/teaching project are participant observation during school recess, implementation of digital literacy experiences in the classroom, and regular meetings with students and their families for reflection and guidance. The results indicate that dialogue with adolescents and connecting reflections with reality are successful strategies for mediating the use of digital devices and digital literacy.

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Author Biographies

Guilherme Carvalho Franco da Silveira, Centro Pedagógico, Unidade Especial de Educação Básica e Profissional, Universidade Federal de Minas Gerais, Brazil

Professor do Centro Pedagógico da Universidade Federal de Minas Gerais. Doutor em Estudos do Lazer, Mestre em Educação e Graduado em Educação Física e em Engenharia Metalúrgica pela UFMG. Coordenador do Laboratório de Letramento Digital na Escola (LEDIGE). Coordenador do Círculo de Pesquisa Escola, Cultura e Tecnologias Digitais da Cátedra Magda Soares do Instituto de Estudos Avançados Transdisciplinares (IEAT/UFMG). Coordenador do projeto de extensão Educação para a Cidadania Digital (UFMG).

Alessandra Soares Santos, Centro Pedagógico, Unidade Especial de Educação Básica e Profissional, Universidade Federal de Minas Gerais, Brazil

Doutora em História. Professora de História do Centro Pedagógico da Universidade Federal de Minas Gerais. Pesquisadora do Círculo de Pesquisa Escola, Cultura e Tecnologias Digitais da Cátedra Magda Soares do Instituto de Estudos Avançados Transdisciplinares (IEAT/UFMG).

Giovanna Camila da Silva, Centro Pedagógico, Unidade Especial de Educação Básica e Profissional, Universidade Federal de Minas Gerais, Brazil

Professora do Centro Pedagógico da Universidade Federal de Minas Gerais. Docente do Programa de Mestrado Profissional em Educação Física em Rede Nacional (PROEF), Polo UFMG. Doutora e mestra em Educação pela UFMG e graduada em Educação Física pela mesma Universidade. Pesquisadora no Centro de Memória da Educação Física, do Esporte e do Lazer - CEMEF/UFMG. Experiência docente na educação básica e no ensino superior, na área de Educação Física e de Pedagogia. Desenvolve pesquisas sobre história da Educação Física, processos de escolarização da disciplina e formação de seus professores.

Júlia Ruiz Gomes Ferreira, Escola Pastor Nephtali Vieira Junior, Rede Municipal de Rio Claro, São Paulo, Brazil

Graduada em Pedagogia pela Universidade Federal de Minas Gerais. Professora na Rede Municipal de Rio Claro/São Paulo. Pesquisadora do Círculo de Pesquisa Escola, Cultura e Tecnologias Digitais da Cátedra Fundep Magda Soares de Educação Básica/IEAT/UFMG

Maria Luiza Zeferino Pereira, Licenciatura em Ciências Sociais, Faculdade de Filosofia e Ciências Humanas, Universidade Federal de Minas Gerais, Brazil

Graduanda em Ciências Sociais pela Universidade Federal de Minas Gerais. Bolsista FAPEMIG. Pesquisadora do Círculo de Pesquisa Escola, Cultura e Tecnologias Digitais da Cátedra Fundep Magda Soares de Educação Básica/IEAT/UFMG

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Published

2026-02-27

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Vol. 14 No. 1 (2026): Educational Research Themes

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