Análisis del impacto de la gestión de no uso de dispositivos móviles en las dinámicas de interacción interpersonal y convivencia escolar del Colegio Cafam

Abstract

This research addresses the tension generated by the implementation of the mobile device restriction policy at Colegio Cafam, analyzing its impact on interpersonal interaction dynamics and school coexistence under the socio-critical paradigm. The study stems from the problematization of a phone-based childhood, a phenomenon that Haidt (2024) defines as the "great rewiring," wherein free play and socialization have been displaced by hyper-connectivity which, paradoxically, fosters social isolation and anxiety. In the Colombian context, although Law 2170 of 2021 aims to guarantee safe environments, a technical vacuum persists, delegating the management of these devices to institutional autonomy. This situation generates a scenario of uncertainty and conflict between regulatory control and student autonomy. Methodologically, the study was framed within Participatory Action Research (PAR) with a qualitative approach. The sample was defined through theoretical saturation by conducting focus groups with three sectors of the educational community (students, parents, and teachers). Data processing and systematization were carried out using the MAXQDA software, which enabled the identification of emergent categories that structured the analysis of the school reality. The results reveal that the policy has generated a positive shift in interpersonal interaction dynamics among students, fostering face-to-face socialization, empathy, and the appropriation of the school's physical spaces through sports and play. Nonetheless, tensions are observed among community actors: teachers report experiencing an uncomfortable policing role that negatively affects trust with their students; students express a feeling of persecution and demand a moderate use of their phones; and the parent group exhibits a lack of consistency, as they support the measure but provide the devices with data plans and call their children during the school day. Notably, the research transcended theoretical analysis to propose, through collaborative work between teachers and students, the "Club del Juego" (The Play Club), a pedagogical strategy aimed at mitigating digital dependency through cultural and sports alternatives. This initiative not only structures students' free time but also seeks to transition toward a culture of encounter and mediated autonomy, reclaiming the school space as a social laboratory for authentic bonds.