This monograph analyzes the use of the smartphone as a pedagogical tool in the early years of a municipal indigenous school in the village of umariaçú-I, at the O’i Tchürüne Indigenous Municipal School, aiming to understand its contributions to the learning process and social inclusion of children. The study seeks to describe the use of cell phones by teachers and students, identify the conception of digital technologies in schools and relate the pedagogical activities developed with smartphones in the classroom. The reflections presented in the monograph are supported by studies by Oliveira (2023), Trentini (2021), Rocha (2021), Medeiros (2021), Machado and Vas (2020), Lima, Oliveira and Gonçalves (2018), Silva (2017), Feitosa (2017), Rosalin, Cruz e Matos (2017), Coutinho (2014), Philips (2014), Philippsen (2014), Gabriel (2013), Merije (2012), Merije (2012), among others. It is also based on the National Common Curricular Base - BNCC (2017). The research used questionnaires, interviews and observations to collect data, necessary to achieve the objective of the study and understand the reality of using smartphones as a pedagogical tool. The results highlight the importance of cell phones as a tool in the community, while also revealing the prohibition of their use in the classroom. It is concluded that the smartphone plays an important role in the school educational process, despite the restrictions imposed.
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