Social Media platforms have astonishingly spread to the point they are part of the daily lives of most people, modifying the way they now communicate. However, such technologies have not yet effectively made themselves available as educational tools ready for use in different leveis of teaching. Based on this framework, this dissertation describes the steps taken to answer the following focus question: in which ways higher education teachers can use the social media Instagram as an educational tool? For that purpose, a series of experimentations were carried in other to achieve a main goal: the proposition of possibie uses of Instagram as educational tool to assist teachers in pedagogical practices and to promote learning processes in higher education environments. A quaiitative and expioratory approach was chosen in order to achieve such goais. This approach inciuded methodological procedures such as bibliographic research, participant observation (PERUZZO, 2017), validation of results before an experts' panei (PINHEIRO; FARIAS; ABE-LIMA, 2013), data collection, the anaiysis of feedback and the materiaiization of the intended product. Instagram was tested as educational tool during two courses of the undergraduate program in Technology of Multimedia Production at the Pará Federal University. By looking for different meanings for Instagram usage, activities were carried to experiment to which extent this social media use could follow aiong students' learning path, enable feedback practices, stimuiate creative abilities, and promote collaborative learning. The Instagram profiie @midiasnoensino is presented here as result of this dissertation process, displaying possibiiities in pedagogical practices using this social media, in the form of posts and adaptabie tempiates. Activities available in the profiie are interesting aiternatives for teachers accessing them, as they allow considerations on the uses and appropriations of Instagram apart from its most common uses in daiiy life. Such activities are asso open for adaptations and the creation of new meanings through the reorganization of possibiiities according to actual practices teachers experience in their work environments. That is, the proposed activities enable teachers to use creativity to deveiop actions that build knowiedge in a dialogic and collaborative manner.
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