We live in the digital age and there is no possibility of ignoring this fact. Education professionals must be in a continuous process of continuing education and updating. We are living in a context of communication and information technology (ICTs), in which cell phones are incorporated into our daily activities, so that we unconsciously take advantage of their digital amenities as strategies to achieve certain benefits in our real life. With the advent of ICTs, cell phones have become the desired objects, especially by teenagers, who are looking to get the best cell phones to connect to the internet, play games, listen to music, among others.
In order to understand the meaning attributed by the research participants related to the use of cell phones, the Focus Group technique was used, analyzing the data collected from discursive practices. Categories of analysis in the discourse of young people were intertwined in several themes and were interpreted through the AC- Content Analysis. Realigning pedagogical practices and teaching-learning processes for and with young people seems to be a constant exercise. Some still consider that this process occurs only in the classroom context. It was noticed that young people are able to differentiate the use of cell phones for study and entertainment, and the specialized literature proposes that parents and educators be alert about the excessive use of cell phones by children and adolescents.
It is important for the entire school community – teachers, students, specialists, collaborators – to be open to technological innovations, becoming innovative professionals, so that they not only enable, but collaborate with consistent, effective and meaningful pedagogical work, always sharing speaking and listening spaces for/with young people of the best methodology to be used in their shared spaces.
