FEASIBILITY OF RESTRICTING SCREEN USE. TALKING POINTS FOR THE CONVERSATION

Abstract

This research addresses the feasibility of restricting screen time (phones, tablets, and computers) in schools, questioning the current surge in these prohibitions, which are justified by practices in developed countries, thus revealing a misunderstanding of the problem. The objective is to analyze whether imposing such a restriction is feasible in a context where virtuality has permeated all spheres of human life, especially after the pandemic, and where children and young people have normalized their relationship with these devices. The methodology employed is a documentary review and a critical analysis of sociological, psychological, and pedagogical sources on virtual socialization, the digital divide, the role of schools, and family dynamics. The results demonstrate that the restriction is not viable, as connectivity is an unavoidable reality that cannot be dismantled without creating a void in social relationships and daily life. Furthermore, adults, including parents and teachers, exhibit levels of dependence and lack of control similar to or greater than those of minors, making a prohibition without offering alternatives or training unsustainable. The real challenge is not eliminating screens, but rethinking education and family support to guide a critical and reflective use of technology, overcoming the false dichotomy between analog and digital, and recognizing that minors are "digital orphans" who navigate without adequate guidance.