Impacts of law 15.100/2025 on school routine: an analysis of teachers perceptions

Authors

DOI:

https://doi.org/10.15536/reducarmais.10.2026.4376

Keywords:

Law 15,100/2025, Nneoliberal governmentality, Teacher perceptions, Cell phone prohibition

Abstract

This article reflects on the effects of Law 15,100/2025, which prohibits the use of cell phones in Brazilian schools, from the perspective of teachers at private institutions in the metropolitan area of Porto Alegre. The theoretical framework is grounded in Michel Foucault’s work on neoliberal governmentality and discourse analysis. Methodologically, the research is characterized as post-critical, employing teacher utterances collected via online forms during the 2025 academic year as empirical material. The results reveal an ambivalence: a desire to reclaim discipline and focus, aligned with modern school ideals, is juxtaposed with the recognition of technology as an omnipresent force requiring digital literacy. The study concludes that the law functions as a technology for controlling conduct, managing the school population within a neoliberal rationality. Finally, the research highlights the necessity for future studies to address student perspectives and the potential for such prohibitions to exacerbate social inequalities.

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Author Biographies

Claudia Schneider Marques, Universidade Federal do Rio Grande do Sul

Doctoral candidate in Education at the Federal University of Rio Grande do Sul - UFRGS, in the research area of ​​Cultural Studies in Education. Master's degree in Education from the Federal University of Rio Grande do Sul, in the research area of ​​Cultural Studies in Education. Bachelor's degree in Music from the Federal University of Rio Grande do Sul, Bachelor's degree in Portuguese Language and Literature from Estácio de Sá, Bachelor's degree in Music from the Federal University of Rio Grande do Sul. Member of GPENSE - Education, neoliberalism and school subjects (CNPq/UFRGS). Has teaching experience as a Music teacher in Basic Education and is currently a Pedagogical Coordinator in the private education network. Has researched topics such as teacher training, school curriculum, teaching materials and education systems, neoliberalism and school.

Fernanda Wanderer, Universidade Federal do Rio Grande do Sul - UFRGS

Doutora em Educação (Unisinos), Mestre em Educação (Unisinos) e Licenciada em Matemática (Ufrgs). Professora do Programa de Pós-Graduação em Educação (Ufrgs).

Lucas Nascimento Braga Silva, Universidade Federal do Rio Grande do Sul

PhD candidate in Education at the Federal University of Rio Grande do Sul - UFRGS, in the research area of ​​Cultural Studies in Education. Master's degree in Education from the University of Vale do Rio dos Sinos - UNISINOS. Specialist in Arts from the Federal University of Pelotas - UFPEL. Specialist in Educational Management from the Federal University of Santa Maria - UFSM and Bachelor's degree in Music from the State University of Rio Grande do Sul - UERGS. Member of the following research groups: NECCSO - Center for Studies on Curriculum, Culture and Society (CNPq/UFRGS), GPENSE - Education, neoliberalism and school subjects (CNPq/UFRGS) and GRUPEM - Research Group "Music Education: different times and spaces" (CNPq/UERGS). Has teaching experience as a Music and Arts teacher in Basic Education and pedagogical coordination in public and private school systems. Has researched topics such as teacher training, school curriculum, Foucauldian studies, teaching work, digital capitalism, neoliberalism, school and Music Education.

References

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Published

2026-04-09

How to Cite

Schneider Marques, C. S., Wanderer, F., & Nascimento Braga Silva, L. N. B. . (2026). Impacts of law 15.100/2025 on school routine: an analysis of teachers perceptions: . Educar Mais, 10, 1–13. https://doi.org/10.15536/reducarmais.10.2026.4376

Issue

Vol. 10 (2026): January - December

Section

Articles

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Copyright (c) 2026 Cláudia Schneider Marques, Fernanda Wanderer, Lucas Nascimento Braga Silva

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