A influência da regulamentação do uso de dispositivos eletrônicos no ensino de Química: uma revisão da literatura sob o viés da Lei nº 15.100/2025

Abstract

This study aims to map the scientific production on the regulation of the use of electronic devices in Chemistry teaching, with emphasis on the influence and impacts of Law No. 15.100/2025. The investigation starts from the following guiding question: what has been produced, between 2020 and 2025, regarding the use of electronic devices in basic education, focusing on Chemistry teaching? This is a bibliographic research, conducted through a literature review, with a qualitative approach, considering as a temporal scope the period from 2020 to 2025, corresponding to recent publications and the entry into force of the aforementioned Law. The results show that the use of Digital Information and Communication Technologies (DICTs) in schools can produce positive and negative impacts on the teaching-learning process. Thus, the inappropriate use or use without pedagogical mediation of electronic devices can cause harm to school performance such as distraction, emotional dependence, loss of concentration, irritability, and impairment of students' mental health. On the other hand, the study points out that digital technologies constitute important tools to support the teaching of Chemistry, provided that they are used in a planned, critical manner and aligned with current normative and pedagogical guidelines.