INSTAGRAM AS AN EDUCATIONAL COMMUNICATION CHANNEL: ANALYSIS OF THE CETI SENADOR CÂNDIDO FERRAZ PROFILE (SEPTEMBER AND OCTOBER 2025)

Authors

  • Romário Silva Ribeiro
  • Ewerton dos Santos Silva
  • Maira Alves Coellho Lima
  • Micaelly Ferreira Cardoso Sério

DOI:

https://doi.org/10.63330/sasciencesv6n2-004

Keywords:

Educational communication, Social media, Instagram, School management, Digital engagement

Abstract

This study analyzes the use of Instagram as an educational communication channel, using the institutional profile of CETI Senador Cândido Ferraz as a reference. The objective was to identify good practices and propose strategies to improve communication with the school community. This is a qualitative, exploratory, and descriptive study, based on public platform metrics, documentary analysis of posts, and an interview with the school management team. Bardin’s Content Analysis (2011) was used to classify the publications into four categories: informational, educational, institutional, and participatory. The results demonstrate strong student engagement, appropriate use of a business account, and efficient organization of highlighted content, but also reveal weaknesses related to posting regularity, lack of editorial planning, and absence of visual standardization. The study resulted in the development of a guideline booklet and a 30-day posting schedule, offering practical recommendations to strengthen the school’s digital presence. It is concluded that Instagram, when used strategically, serves as an educommunication tool, promoting transparency, dialogue, and the strengthening of institutional image in public schools.

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Published

2026-06-03

How to Cite

Ribeiro, R. S. ., Silva, E. dos S. ., Lima, M. A. C. ., & Sério, M. F. C. . (2026). INSTAGRAM AS AN EDUCATIONAL COMMUNICATION CHANNEL: ANALYSIS OF THE CETI SENADOR CÂNDIDO FERRAZ PROFILE (SEPTEMBER AND OCTOBER 2025). South American Sciences, 6(2), 1–11. https://doi.org/10.63330/sasciencesv6n2-004

Issue

Vol. 6 No. 2 (2026): South American Sciences

Section

Artigos

License

Creative Commons License

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