In recenttimes, there has been increased use of social networks in the university context. In this sense, we present a study that systematizes the conceptions that students and teachers have regarding the use of Facebook in practice and the development of courses that enable and encourage its handling inside and outside the classroom, as more than just a way of direct contact with the teacher. The methodological design combines qualitative and quantitative instruments, using a mixed methodology. We analyzed the pedagogical relevance of the use of Facebook, questioning if this social network is used as a supportive or conversely didactic interaction leads to enhancing learning. The findings and conclusions point to a concepti on of social networks as a teaching resource that promotes collaborative exchange between students and teachers.