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This paper introduces part of the results of an investigation that aimed to analyze, from a socio-pedagogical perspective, the conflict and coexistence strategies between students and teachers of secondary schools in Buenos Aires City. From a qualitative methodology, through classroom observations and interviews with students and teachers from two secondary schools, we analyzed the meanings and practices they construct around different uses of cell phones in the classroom. We found meanings and practices linked to students' boredom or lack of interest, negotiations between teachers and students, and manners of regulating their use by the latter. Although cell phones generate conflictive situations and constitute a challenge to manage coexistence in school classes, we conclude that their presence in classrooms is not necessarily the cause but rather the expression of tensions inherent to the relational dynamics of contemporary secondary schools. [ABSTRACT FROM AUTHOR]