Social media; Physical Education; Inclusion; Ableism.

Technologies, media, and consequently, social networks play a central role in connecting individuals, not only as tools but also as means of transforming languages and behaviors, positioning themselves within the context of a digital culture. In this scenario, this study aimed to understand how social networks, as spaces for constructing meanings and interpretations, can contribute to learning about ableism and the inclusion process in Physical Education classes.To achieve this, a case study with a quantitative-qualitative approach was conducted to identify the ways in which students learn about ableism and the narratives they construct on social networks. The study was carried out with four second-year high school classes at IFRN – Parnamirim Campus, located in Parnamirim, Rio Grande do Norte. Over the course of nine sessions, the proposal of using Instagram for documentation and content creation on social networks was implemented. Additionally, throughout the classes, practical experiences were conducted in adapted sports such as Paralympic athletics, goalball, blind soccer, and sitting volleyball.