Instagram® y Facebook® como plataformas para la construcción de cartografías sociales en el aula universitaria

• Autores: Vargas Pérez, Manuel Alberto, Martínez Pinto, Paulina Meyling
• Formato: artículo
• Fecha de Publicación: 2025
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: PUCP-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.pucp.edu.pe:20.500.14657/205007
• Enlace del recurso: https://revistas.pucp.edu.pe/index.php/educacion/article/view/32217/28073; http://hdl.handle.net/20.500.14657/205007; https://doi.org/10.18800/educacion.202502.A011
• Nivel de acceso: acceso abierto
• Materia: Social mobility; Social mapping; Teaching; Learning; Virtual fieldwork; Movilismo social; Cartografía social; Enseñanza; Aprendizaje y trabajo de campo virtual; Mobilidade social; Mapeamento social; Ensino; Aprendizagem; Trabalho de campo virtual; https://purl.org/pe-repo/ocde/ford#5.03.00

This study explores the use of Instagram® and Facebook® as pedagogical tools for constructing social cartographies in Social Work and International Trade courses at the University of Tarapacá (Chile) and the Universidad Internacional de las Américas (Costa Rica). Employing a qualitative approach, focus groups conducted in 2018 and 2023 examined students’ perceptions and learning outcomes as they investigated social phenomena in their local contexts, influenced by personal and historical experiences. The findings indicate that these platforms, when purposefully integrated into educational settings, foster critical thinking, enhance social awareness, and strengthen the connection between theory and practice. Nevertheless, challenges emerged regarding subjective interpretations of content and varying levels of student engagement. The study concludes that social media, when guided by clear pedagogical frameworks, can serve as valuable resources for advancing critical and participatory teaching practices in diverse educational environments.