Mídias sociais no ensino de química no contexto da pandemia e pós-pandemia : Revisão de literatura (2020 -2025)

Abstract

This study aims to analyze the use of social media as pedagogical tools in Chemistry education between 2020 and 2025, considering the impacts of emergency remote teaching during the COVID-19 pandemic and the subsequent return to face-to-face instruction in the post-pandemic period. The methodology adopted was a qualitative and descriptive literature review, structured in four stages: (1) identification of studies in academic databases and scientific event proceedings; (2) application of inclusion and exclusion criteria; (3) systematization of data into tables; and (4) thematic analysis by categories, seeking to identify patterns of use, educational impacts, and methodological changes in teaching practices. The results indicate that, during the pandemic, there was a significant expansion in the use of social media, driven by emergency remote teaching, accompanied by a greater diversity of digital platforms and pedagogical strategies. In the post-pandemic period, social media began to be incorporated as support tools for face-to-face teaching, maintaining their role as complementary pedagogical resources. Among the platforms analyzed, YouTube stood out as the most frequently used medium across all periods, followed by Instagram and TikTok. The main benefits identified include increased student engagement and acceptance, easier access to content, and improved understanding of Chemistry topics through audiovisual resources. The most recurrent challenges are related to student distraction and loss of focus caused by digital platforms, as well as the need for careful pedagogical and instructional planning to ensure the effective educational use of these media. Therefore, social media proved to be essential for maintaining educational continuity during the pandemic and continue to serve as complementary support tools in face-to-face education, demonstrating significant pedagogical potential when used with appropriate teacher mediation and well-defined instructional strategies.