The present work is part of a larger research that is being developed and that aims to develop a strategy for using the Instagram social network as a pedagogical tool that enables active and contextualized learning. The origin of this research is based on the researcher's empirical experiences, in which some difficulties that exist for the insertion of technologies in teaching practices were perceived. However, this research aims to go beyond the relationship between technologies and educational practices, as the work is based more specifically on the fundamentals of the Contextualized Education perspective. In this way, this article aims to reflect on the possibilities of articulation between the social network Instagram with the proposal of Contextualized Education. For this, a literature review was carried out and it was possible to consider that the potential of the use of technologies in education converges with what the contextualized education proposal aims at and that Instagram resources have the potential to enhance the contextualization proposal provided that they are used as instruments for critical and reflective learning. However, there are still obstacles to achieving this articulation in teaching.

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