Uso do Instagram como recurso de divulgação e popularização científica no ensino de ciências e biologia

Abstract

This study aims to analyze the use of Instagram as a tool for scientific dissemination and popularization in the teaching of Science and Biology. The research follows a qualitative, exploratory, and descriptive approach, based on the analysis of three educational profiles (@esternabiologia, @pidobiologia, and @paulojubilut), examining their communication strategies, post formats, audiovisual resources, engagement, and interactivity. The analysis was conducted using a priori categories, grounded in theoretical frameworks on scientific communication and Biology education: language and accessibility, interactivity and engagement, contextualization of scientific knowledge, and contribution to critical and civic education. Fifteen posts published between September 2024 and February 2025 were analyzed, allowing for an understanding of how each profile employs specific strategies to make science more accessible and closer to the students’ reality. The results indicate that social media, when used with pedagogical intentionality, can serve as powerful spaces for constructing scientific knowledge, promoting affective, democratic, and humanized communication. It was observed that different profiles adopt specific languages and approaches, highlighting the importance of affectivity, attentive listening, and emotional engagement in learning. In conclusion, Instagram can be an ally in Biology education by connecting science, education, and digital culture in a critical and humanized manner, fostering engagement, reflection, and civic development.