Studygrams are profiles on the social network Instagram that share different types of digital content
with an educational, informative and instructional bias, such as study routines and materials. The
growth of this type of profile highlights the need for contemporary society to learn, teach and obtain
information in ways different from traditional ones. Faced with this new movement in the use of
social networks on the internet in education, this study aimed to understand the difficulties and
possibilities of using Studygrams in the context of teaching Biology learning and training for
citizenship, in online education initiatives in higher education. . The research is characterized as
qualitative, within the approaches of netnographic research and research-education in cyberculture.
The information was recorded in a hypertextual field notebook and submitted to Discursive Textual
Analysis. In the netnographic research, we explored ten Studygrams with high engagement that
published content related to Biology. The context of research-training in cyberculture was based on
an Interactive Didactic Design (IDD) for the creation and management of 17 Studygrams,
implemented in a private Higher Education Institution in Belém, capital of the state of Pará, with 154
students from the area of health – Nutrition, Physiotherapy and Pharmacy – who were studying
Histology and Embryology. The results reveal that Studygrams represent a new culture of learning
and teaching, which can be used in online Biology education as a source of information and a space
for carrying out activities. The IDD activities allowed students to approach histological knowledge
in an informative, explanatory, critical, interdisciplinary and contextualized way; to elaborate and
share (co)authorships and academic experiences; and horizontalize the relationship with the teacher.
On the other hand, students reported difficulties in selecting, organizing and presenting in a succinct,
logical and creative way the large amount of information available on the internet on the topics
covered. Although they emphasize that real-time monitoring of the dynamics and actions of the teams
and their Studygrams demands time, planning, organization and increases the workload outside the
classroom, the professors-researchers point out that working in online Biology education potentiated
co-participation in (co)authorship shared virtually; the exercise of creative capacity of pedagogical
intentions for hypertextual, interactive and plural environments; the appropriation of the continuous
training path; and the resignification of teaching and training experiences. The experiences with the
IDD raised elements with the potential to guide processes of evaluation of the learning of biological
contents and the development of values and attitudes towards citizenship, as well as to support the
construction of evaluation instruments capable of bringing data on the real impact of the IDD and
providing opportunities reflections on students' understanding and performance; the obstacles that
prevent them from achieving better performances and developments; and the different skills that can
be promoted in online Biology education in higher education.
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