The use of mobile technologies is increasingly relevant inside and outside the school environment because their role in the teaching-learning process and the communicative possibilities they offer, especially in times of pandemics. However, it is essential to study the socio-affective implications of mobile technology during social interactions. Considering this framework, how can mobile technology dialogue with social interaction rituals in a school context? This article proposes an

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... linary view of the problem, based on the postulates of symbolic interactionism, the theory of natural pedagogy, the theory of relevance, and Collins' model of social interaction rituals. Based on the review, it can be pointed out that social and cultural changes that imply new socialization processes may reduce the intensity, naturalness, and effectiveness of interaction rituals, which could mean the modification or attenuation of the effects of such encounters; however, it is not possible to conclude on this matter, since it is a subject under development. Finally, it is proposed to approach it from an interdisciplinary perspective, and promote strategies for its use in schools, not only from an educational perspective but also from the point of view of the socio-affective development of children and adolescents.