Knowledge and information have always been the basis for the development of the production process. The difference is that each new age has its own characteristics. Infocommunication environments in the contemporary world are characterized as an element that moves and drives the actions and actions of professionals and organizations. These environments are considered strategic for competitive advantage in all spheres of society causing changes in the way of production, availability and sharing of information, emanating from social relations where, subjects and means exist independently, result of a cognitive process and the social constructionism.
These online interaction spaces, where informational subjects will make use of social networking software, require new kinds of informational behaviors. In the case of organizational environments of teaching and research, it is necessary to develop skills and abilities for effective use of online resources focused on media literacy and information literacy.
This is a continuous and ongoing educational process, responsible for the development of communicative, interpretative and cultural, social, technical-instrumental skills capable of developing in individuals "critical thinking and problem solving" (Vieira & Vieira, 2008). ). In this way, critical thinking and reflective capacity are the elements that guide relationships in the Network. Because they require, in addition to technical and technological capabilities, responsible and ethical actions of informational subjects in access, use and sharing of content.
These relations are constituted by three basic elements: actors, links or relations and flows. From there, the types of Online Social Networks are constituted, according to the social, educational, cultural or professional interests of the individuals.
In this context, being the case of Alub, the focus is centered on the production, organization, treatment, dissemination and sharing of information, where it becomes more necessary that students join the use of technological resources that enable the infocommunication process between peers, expanding the possibilities of interaction, sharing and visibility of these communities of other students, professionals, teachers and researchers.
This adherence brings to light a change in behavior caused by the use of these tools, which include Facebook, Hi5, LinkedIn, Twitter, Ning and Academia.edu, Google Scholar and ResearchGate ( YouTube), Flickr and SlideShare (social media sites), social bookmarking sites such as delicious, which enable individuals to create an identity and an online professional profile, favoring the creation of an online presence in more diverse social and professional environments (Donelan, 2015, Morais, Pombo, Batista, & Moreira, 2014, p.27).
This new style of communication, institutionalizes the online professional profile, marks the online presence of the student / researcher in the network, increasing the opportunities and diversifying their forms of professional updating. This process creates an institutional demand by strengthening the network of connections and representativeness of the scientific communities in the Global Scientific Communication System.
The system will provide a platform for interaction between users through a web system. Focusing on the educational environment, with the production, organization, treatment, dissemination and sharing of information. The user will have the tool that will allow him to create posts, share and comment, so that it helps in the sharing of information, strengthening the network of connections and representation of the educational communities in a fluid and interactive communication system.