Social media; Inclusion; Ableism; Physical Education.

Technologies, media and, consequently, social media play a central role in connecting individuals, not only as tools but also as means of transforming language and behavior, fitting into what is understood as digital culture. In this context, the present study aimed to understand how social networks project and give visibility to the theme of disability and ableism, as well as to report and critically examine how these topics are addressed pedagogically in Physical Education through narrative and critical production on ableism. To this end, a qualitative case study was conducted, with the objective of reflecting on the ways ableism is discussed on social media and understanding the forms of digital narratives about ableism on Instagram. The study was carried out with four second-year high school classes at IFRN – Parnamirim Campus, located in Parnamirim, Rio Grande do Norte, Brazil. Over nine sessions, students were engaged in a proposal to investigate ableism on social media, as well as to produce narratives based on their experiences with adapted sports such as Paralympic athletics, Goalball, blind football and sitting volleyball. At the end of the project, it was observed that students produced narratives about disability and ableism, drawing on various elements characteristic of social networks, such as linguistic features, interaction tools and customization resources. These productions encouraged reflections on the potential of these environments as spaces for dissemination, awareness and education about disability. In addition, students developed narratives that highlighted the protagonism of people with disabilities, discussed ableism in the context of sports and explored social media as platforms for dissemination and learning about ableism.