<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792024000100103</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v20i51.12214</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[OS CELULARES, OS PROFESSORES E OS ALUNOS: DESAFIOS PARA A ELABORAÇÃO DE UM OUTRO CONTRATO PEDAGÓGICO]]></article-title>
<article-title xml:lang="en"><![CDATA[CELL PHONES, TEACHERS AND STUDENTS: CHALLENGES FOR THE ELABORATION OF ANOTHER PEDAGOGICAL CONTRACT]]></article-title>
<article-title xml:lang="es"><![CDATA[CELULARES, DOCENTES Y ESTUDIANTES: DESAFÍOS PARA LA ELABORACIÓN DE OTRO CONTRATO PEDAGÓGICO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zuin]]></surname>
<given-names><![CDATA[Antônio Álvaro Soares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Damiana Andreia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>20</volume>
<numero>51</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792024000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792024000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792024000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Na sociedade da chamada cultura digital, os aparelhos celulares se disseminam de uma tal forma que, em muitas ocasiões, são identificados pelas pessoas como se fossem parte de seu próprio corpo. Evidentemente, o ambiente escolar é identificado como um espaço onde tais aparelhos tornam-se onipresentes, a ponto de suscitar a reflexão sobre como eles poderiam ser pedagogicamente utilizados. Diante disso, o objetivo dos autores deste artigo é o de refletir criticamente sobre o papel do professor (a) de nível médio de ensino diante da utilização, cada vez mais frequente, do uso de aparelhos celulares dentro e fora das salas de aula para fins supostamente pedagógico. Apoiando-se nos pensadores da Teoria Crítica da Sociedade, utilizou-se como metodologia a análise de 17 artigos acadêmicos publicados nos últimos anos, os quais examinaram a contribuição dos celulares em turmas do ensino médio. A partir disso, foi possível concluir que, se o celular pode tanto ser pedagogicamente utilizado, quanto engendrar práticas de dispersão de concentração e cyberbullying, torna-se fundamental fomentar a presença de contratos pedagógicos entre os agentes educacionais para que possam mutuamente consensuar sobre quando e como usar tal aparelho no transcorrer das atividades realizadas nas salas de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In the so-called digital culture society, cell phones are so widespread that, on many occasions, they are identified by people as if they were part of their own body. Evidently, the school environment is identified as a space where such devices become omnipresent, to the point of prompting reflection on how they could be used pedagogically. In view of this, the objective of the authors of this article is to critically reflect on the role of the high school teacher in the face of the increasingly frequent use of cell phones inside and outside the classroom for supposedly pedagogical purposes. Relying on thinkers from the Critical Theory of Society, the methodology used was the analysis of 17 academic articles published in recent years, which examined the contribution of cell phones in high school classes. From this, it was possible to conclude that, if the cell phone can be used pedagogically, as well as engender practices of concentration dispersion and cyberbullying, it is essential to encourage the presence of pedagogical contracts between educational agents so that they can mutually agree on when and how to use such a device during activities carried out in classrooms.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: En la sociedad llamada cultura digital, los teléfonos móviles están tan extendidos que, en muchas ocasiones, son identificados por las personas como si fueran parte de su propio cuerpo. Evidentemente, el ámbito escolar se identifica como un espacio donde tales dispositivos se tornan omnipresentes, al punto de suscitar una reflexión sobre cómo podrían ser utilizados pedagógicamente. Ante esto, el objetivo de los autores de este artículo es reflexionar críticamente sobre el papel del docente de secundaria ante el uso cada vez más frecuente del teléfono celular dentro y fuera del aula con fines supuestamente pedagógicos. Apoyándose en pensadores de la Teoría Crítica de la Sociedad, la metodología utilizada fue el análisis de 17 artículos académicos publicados en los últimos años, que examinaron el aporte de los teléfonos celulares en las clases de secundaria. De esto se pudo concluir que, si el teléfono celular puede ser utilizado pedagógicamente, además de generar prácticas de concentración dispersión y ciberbullying, es fundamental incentivar la presencia de contratos pedagógicos entre agentes educativos para que puedan acordar mutuamente cuándo y cómo utilizar dicho dispositivo durante las actividades realizadas en las aulas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[professor]]></kwd>
<kwd lng="pt"><![CDATA[smartphone]]></kwd>
<kwd lng="pt"><![CDATA[teoria crítica da sociedade]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="en"><![CDATA[smartphone]]></kwd>
<kwd lng="en"><![CDATA[critical theory of society]]></kwd>
<kwd lng="es"><![CDATA[escuela secundaria]]></kwd>
<kwd lng="es"><![CDATA[maestro]]></kwd>
<kwd lng="es"><![CDATA[smartphone]]></kwd>
<kwd lng="es"><![CDATA[teoría crítica de la sociedad]]></kwd>
</kwd-group>
</article-meta>
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