Brazil-Portugal education and screen time

In late July, opinion pieces from Brazil and Portugal examined how students learn most effectively. One article argued that longer study hours are less important than personalized strategies, timing of exam preparation, and focused learning methods, citing Brazil’s ENEM and vestibular exams. Another piece highlighted the role of reading and digital devices in schools, urging a balanced integration of technology that supports, rather than replaces, traditional books.

A few days later, concrete initiatives were reported. In Brazil, educational‑game company Mosaique launched curriculum‑aligned games designed for parents and children to play together, aiming to strengthen dialogue and reduce screen‑time‑related burnout. In Portugal, a series of outdoor events—including Star Camp, space‑themed activities at a shopping centre, and summer camps in the Algarve—were organised to provide screen‑free, hands‑on experiences for families.

By late August, the focus in Brazil shifted toward formal regulation. In Teresópolis, the Municipal Secretariat of Education published a resolution establishing a Digital and Media Education Curricular Matrix. This initiative mandates the inclusion of computing and media literacy from preschool through elementary school while strictly limiting screen use. The resolution stipulates that devices should not be used as routine pedagogical tools, but only for specific didactic purposes. This local move aligns with broader Brazilian legislative trends, such as Law No. 15,100 and Decree No. 12,385 of 2025, which restrict personal electronic devices in basic education institutions to ensure technology serves as a tool rather than a distraction.