This article refers to what is now considered as learning alternatives under the use of social networks in educational environments, where teachers and students relate formative activity in a context of interaction and virtual communication that benefits productivity and educational quality.While it is true that the inclusion of social networks in learning environments can lead to distractions that impede the development of individual and collaborative work and lean towards entertainment space, which can be built on a distracting element that limits participation and the relationship between teacher and student.This intrinsic aspect cannot be substantial to technological evolution in the teaching and learning processes, where virtual social networks are being optimally incorporated and integrated into the different academic activities inside and outside the classroom and in the generational prospect of new knowledge and skills that 21st century education has been offering.TIC in education has a dynamic and differential character in the teaching and learning processes, acquiring a new role between student and teacher in the development of critical and analytical thinking.Before this situation, it is evident in the study that virtual social networks are constituted in a support that adapts pedagogical and training strategies in the classroom, facilitating social cohesion between members of the academic community.Becoming an innovative and flexible proposal that promotes student autonomy and collaborative learning.