ACTIO: Docência em Ciências

15

Authors: Joel Gonçalves dos Santos, Fabiane Mondini

The objective of this paper is to present a study about the formal treatment of some concepts related to rational numbers, with discussions based on demonstrations. Our interest in the subject stems from own experience in the field of mathematics education both as teachers and researchers. For the present work, we assumed a phenomenological stance. This means that our considerations are not generalities, but interpretations and understandings of what we sought to study. The justification for writing this paper stems from the complexity of the theme, as there is no consensus among educators regarding when to start formal work on mathematics in a classroom context. The choice of theme is further justified by its importance, since these are mathematical demonstrations which underpin the theory of this science, thus ensuring its validity. We thread the path of the history of mathematics from the beginning, when mathematical truths were intuitively constituted, to be later intertwined by mathematical logic, to the present day, when they are defined by their logical-epistemological, rhetoric and heuristic characteristics. In this context, we were attracted to the study of rational numbers, due to the mathematical richness involved in the constitution of this numerical set, and their presence in elementary education. We focus on the formal treatment of rational numbers while, as educators, we try not to lose sight of the educational context. We state that it is not our intention to arbitrate on the formalization of mathematics or the teaching of this science in elementary education, but rather, we aim to introduce a theoretical study regarding some mathematical ideas involving rational numbers that synthesize our understandings.

17

Authors: Danielle Aparecida Reis Leite, Luciano Fernandes Silva

This paper presents some results related to a research with thesis and dissertations in the field of Environmental Education (EE). The aim of research was to identify aspects of the climate change theme highlighted in these studies. To delimit the documentary corpus, two EE doctoral thesis and 45 master's degree dissertations defended in the period from 1987 to 2010 were selected. All of them were found in the CAPES Thesis and Dissertations Database. The documentary corpus was formed with seventeen EE master's degree dissertations that explore the climate change. Based on some criteria, five surveys were submitted to content analysis. From the considerations on the theme of climate change present in these surveys, three categories were elaborated. These categories show us some understandings of the authors of these studies on the phenomenon causes, its consequences and the possible measures capable of mitigating its effects. Two master's degree dissertations bring considerations that use the term complexity to justify difficulties in choosing a single natural or anthropic cause related to the origins of climate change. They also highlight the scientific controversies related to climate change. Three master's degree dissertations present sensationalist positions in highlighting the climate change consequences, an aspect that is problematized by two other studies when emphasizing that the uncertainties related to a complex phenomenon make it difficult to present such forecasts. Finally, it is important to point some arguments presented in one specific master's degree dissertation that presented some considerations about mitigation measures for the phenomenon. They presented arguments related to economic and political controversies and that result from the debate about the adoption of such measures. In terms of conclusion, it is important to note that these researchers present some relevant information on the topic, an aspect that certainly can encourage the research area in EE to deepen the reflections on climate changes and to propose new research problems.

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Authors: Raimunda Leila Jose da Silva, Roseline Beatriz Strieder

In view of the defense for the formation of citizens capable of making a critical reading of reality, in the perspective of Paulo Freire, and that this should be started in the first years of schooling, this work discusses a proposal for curricular intervention, for the initial years of elementary education, guided by the assumptions of Education in Science-Technology-Society (STS) and focused on the issue of water. The research that outlined the study was that of a qualitative approach because it understands that it has a flexible, open design and maintains investigative rigor in its development. In addition to an analysis of how this theme is presented in official Brazilian documents aimed at science teaching in the early years of elementary school, possible approaches to be carried out in this context are presented. With this, it is expected to contribute to the universe of investigations concerned with contemplating the assumptions of STS education in the early years of elementary school in the perspective of the development of social commitments by students.

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Authors: Tássia Alexandre Teixeira Bertoldo, Edson José Wartha

In order to evaluate yearning circles as a strategy for developing critical thinking skills, three yarning circles were held with five classes from the 7th grade of elementary school around the theme "The life of Darwin". This is a qualitative action research. The sessions were documented as audiovisual recording, transcribed, and discussed based on the content analysis method. Some ideas have stood out, allowing for the establishment of categories based on critical thinking skills and the questions raised in the yarning circles according to the FA²IA typology. The results indicate that it is essential to consider the waiting time for students to respond, as well as to reduce the number of questions and increase their quality.

21

Authors: Letícia Ribeiro Magalhães, Márcia Gorette Lima da Silva, Fernanda Marur Mazzé

The current study aims to bring forward an overview of academic production related to dissertation analysis and the monitoring of graduates from Professional master’s degree in science and Mathematics Teaching at a national level between 2001 and 2019. To accomplish this goal, a data survey was conducted at the databases SciELO, Biblioteca Digital de Teses e Dissertações (BDTD) and in the Minutes of the last ten editions of Encontro Nacional de Pesquisa em Ensino de Ciências (ENPEC), using keywords such as “master's professional", "science and mathematics teaching" and "postgraduate". The analysis corpus consisted of 22 scientific papers, selected from: 109 papers on the SciELO (only two were selected); 34 dissertations and theses found in the Digital Library of Theses and Dissertations (only six addressed the object of study) and 21 works researched in the Proceedings of editions III to XII ENPEC (14 articles were selected). In summary, these papers addressed to the describe educational products and dissertations, sometimes using the descriptors of Centro de Documentação de Gestão em Educação (CEDOC), the location of the postgraduates, the pedagogical practice of them and the impact of postgraduate training in their professional performance. Considering the number of relevant papers found, as well as, the thematic and methodological approaches used in their construction, such an analysis points us to a still incipient research field, having a lack of papers with a higher level of complexity.

21

Authors: Thaís Angeli, Luiz Marcelo de Carvalho

In this article, we seek to systematize part of the results of the first author's master's dissertation, which had the general aim to explore possible meanings and senses about the role of the educational process in the construction of environmental justice, which can be constructed from theses and dissertations of environmental education (EE) which problematize the concept of environmental justice. This is a qualitative research, guided by the theoretical-methodological framework of the historical-cultural approach. It also consists of a documentary research, of the state of the art type, which is part of the Environmental Education Project in Brazil: analysis of academic production - theses and dissertations (EArte project). In this article, from the analysis of a documentary corpus that consisted of 23 researches in EE in which the concept in question is problematized, it was possible to systematize some indicators about the possibilities of the educational process in the construction of environmental justice, as well as limitations associated with this process. Regarding the possibilities, the analyzed research bring the contribution of EA in the social and political empowerment of communities in facing their socio-environmental problems, creating spaces for democratic participation and building citizenship, encouraging collective organization, promoting access to information and working with the notion of individuals' belonging to their environment. In addition, it points to the potential of EE to develop practices in the direction of building sustainable societies, promoting the understanding of environmental injustices and problematizing the socio-environmental contradictions and conflicts arising from our economic system, in order to mobilize the population to a critic perspective about the environmental theme. In relation to limitations, the researches indicate that the educational process is not able to change the current patterns of inequality and injustice alone, either because of rigid curricular structures, distanced from social issues and separated from social commitment, or due to conflicts between an education for environmental justice and hegemonic business discourse. In this sense, EE would not find, in the configuration of neoliberal states, space for action against hegemony. Thus, the lack of continuity in financing, assistance and support ends up hindering the monitoring, strengthening and consolidation of emancipatory practices, in addition to being able to make the educational process function as a mechanism that, directly or indirectly, reinforces environmental injustices. In this way, the systematized data show attempts of approximation, by researchers in EE, between the fields of EE and environmental justice, seeking to highlight and understand the possibilities of building educational practices against hegemony, but also recognizing the limits that this educational practice, seen as a social practice and conditioned to structural and conjunctural determinants, imposes us.

21

Authors: Marilac Luzia de Souza Leite Sousa Nogueira, Jorge Megid Neto

The present research aims at analyzing interdisciplinary practices in Environmental Education implemented in basic education (primary, middle and high school) described and/or suggested in Brazilian theses and dissertations. The multidimensionality present in environmental issues and the importance of the approach of Environmental Education in all levels of education, from an interdisciplinary perspective, are the motivating factors for choosing the subject of this study. It was our intent to investigate the conceptions of Interdisciplinary, Environment and Environmental Education revealed in identified academic researches. Out of 2.763 presented theses between 1981 and 2012 accounted in Banco de Teses EArte, just 21 related to this subject matter. These documents were read, depicted and classified according to institutional data (author, adviser, submission year, institution, graduate program, state, administrative organization, academic degree) and under aspects of interdisciplinary practice of Environmental Education (school year, school type, subject areas, teaching methods and strategies, resources and teaching material, curricular integration, pedagogical references, public concerned, and their relation to the level of discipline integration, environment conception, Environmental Education conception and curricular display. The researches highly concentrated in the 2000s. Most practices analyzed focused on the first years of basic school, and evolved from inducing subjects or study projects. Teaching materials adopted were the commonly used in schools, as well as outdoor activities related to the subject matter. Pedagogical actions obeyed the schools curricular proposals and the most involved subjects (always integrated with others) were Geography and Portuguese, followed by Mathematics, Science, History and Arts. Parents and community take a cooperative role in the practice and there is a hierarchical relation between teachers, researchers and students when deciding on the proposed assignment. Yet, there is an intense participation of students in accepting the proposal and developing the activities. Eighteen practices were classified as interdisciplinary and three evolved in a multidisciplinary level. In the practices, the conception of integrated environment and Environmental Education from a critical perspective prevailed and it was displayed as an essential element to the school curriculum. As researches revealed, although teachers showed interest in Environmental Education and in interdisciplinary practice, they were not prepared to work with them, which suggests a need for investing in continuous training and revision of basic teaching training courses.

21

Authors: Odimeia Teixeira, Mary Angela Teixeira Brandalise

This paper presents a systematic review of the literature regarding the Pedagogical Content Knowledge of professors in the context of the Mathematics teaching degree and Mathematics teaching. The research was carried out in the semester of 2018 with the objective of identifying the Brazilian academic production, theses and dissertations, based on the theoretical framework of Lee Shulman’s Knowledge Base for Teaching, developed in the period from 2001 to 2018. The database used for the survey was the CAPES Portal of Dissertations and Thesis Catalog and library sites of the research institutions. Of the productions found, 21 were selected and their abstracts were analyzed in relation to the object of investigation. Thus, they were grouped according to the similarity of their themes. The abstracts of the academic productions were gathered and formed a textual corpus that was analyzed with the support of the Iramuteq software. The reports of lexicographic analysis, similitude analysis, descending hierarchical classification and factor analysis generated in the software demonstrated that, in the mapped research, the Pedagogical Content Knowledge was related to studies referring to the analysis of the curriculum of undergraduate teaching courses, initial and continuing education of professors, Mathematics teaching degree and Mathematics teaching and learning issues, predominantly from the perspective of Basic Education teachers. In summary, the systematic review made it possible to identify in which contexts, of the Mathematics teaching degree and Mathematics teaching, the Pedagogical Content Knowledge has been approached as a theoretical reference in the researches, revealing the investigation gap focused on the training of professors of the Mathematics teaching degree.

22

Authors: Renan de Almeida Barbosa, José Vicente Lima Robaina, Jeferson Rosa Soares

When reflecting on the complexity of Environmental Education (EE), the economic and political interactions that determine the production system should be contemplated so to understand the current socio-environmental crisis, and the approaches to overcome it. Thus, Critical Environmental Education (CEE) and the Science, Technology, Society and Environment (STSE) focus are connected in order to promote a meaningful science education regarding the complexity of the socio-environmental crisis. Thus, the teaching and learning processes of scientific knowledge in dialogue with other forms of knowledge must be considered as a conceptual, procedural and attitudinal training mechanism, adding notions of the environment as a whole and of the link between ethics, work and social practice; still, the CEE and STSE approaches must expose scientific knowledge as being determined by the historical and social context of its construction, irrigated by disputes and conflicts existing in society. The objective of the present article is to raise an overview of academic and scientific production that seeks a dialogue between the CEE and the STSE approaches, based on the databases of EArte and the Revista Eletrônica do Mestrado em Educação Ambiental (REMEA). Thus, an exploratory and descriptive research carried out a state-of-the-art literature review regarding studies on CEE and STSE. The search strategy in the EArte database defined for the scope of the present assessment resulted in 19 papers defended in postgraduate courses in the period between 2005 and 2016, with 16 stricto sensu master's dissertations and two lato sensu master's dissertations, as well as one PhD thesis. As for publications in REMEA, it resulted in 10 articles selected in the period between 2006 and 2017. Using the Discursive Textual Analysis (DTA) for the assessment of the selected studies’ titles, three categories emerged indicating research trends in the selected field: Theory, Curriculum and Didactics; Pedagogical Conceptions and Practices, and EE Sequences of Activities in Schools. The recent increase in researches addressing these two perspectives demands a greater articulation between academic research and pedagogical practice in the broad contexts of school or out-of-school education.

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Authors: Gabrielly Nunes de Paula, Meiri Aparecida Gurgel de Campos Miranda

This study aimed to identify the conceptions of sexuality and sexuality education presented in the material of São Paulo Curriculum for Science Education, of the 8th grade, from the analysis of the orientations to the teachers and the suggested strategies and contents. This is a documentary research whose object of analysis was volume 1 of Teacher's and Student's Science Notebook of 7th grade / 8th grade of middle school. For such, we used as analysis referential the dimensions of sexuality; we identified if and how the material under study addresses gender issues and we discussed limits and possibilities of the proposal, within an emancipatory perspective of Sexuality Education. The analysis evidenced the predominance of the biological dimension in the selected learning situations, which is in line with the expectations for a science curriculum. However, in several passages, there are guidelines for teachers and activities that address sociocultural and/or psychological aspects of sexuality. The learning situation about safe sex presented the largest amount of excerpts that address sociocultural and psychological aspects, highlighting individual components of vulnerability. On the other hand, the learning situation that deals with teenage pregnancy privileges the informative aspect, leaving aside the fundamental psychological and sociocultural factors to bring about reflection. We also observed that the approach to sexuality is broader in orienting teachers than in student material. Even with the limitations of the materials studied, it is possible to practice an emancipatory sexuality education, which brings about the creation of spaces for speech, listening and reflection in class, overcoming the information aspect that has long been criticized. To do so, initial and continuing training needs to sensitize teachers to the complexity of the topic and prepare them for the task.

22

Authors: Diogenes Rafael de Camargo, Rosa Maria Feiteiro Cavalari

Inserted in the scope of a comprehensive project that conducts studies on academic production in Environmental Education in Brazil (theses and dissertations), this article being an excerpt of a master's dissertation, whose objective was to investigate the conceptions about the concepts of Sustainable Development and sustainability in Brazilian Environmental Education theses and dissertations. The present research is of a qualitative, documental, bibliographic nature, as for example, state of the art. The documentary corpus consists of theses and dissertations on Environmental Education that discuss the concept of education for Sustainable Development. As an instrument of analysis, some procedures of Content Analysis were used (BARDIN, 2009). The option to focus, at this moment, on the understandings of the concept of education for sustainable development is justified insofar as the concepts of sustainability and sustainable development have been frequently inserted in the field of Education, being, however, in agreement with the theoretical framework consulted and marked by polysemy and controversy. Education for Sustainable Development, in turn, is a proposal that has been gaining more space and acceptance in contemporary society. Of the eight works analyzed in this study, which were defended between 1993 and 2009, most of them were critical of the concept of Education for Sustainable Development, attributing it to the bourgeois ideology of capitalism. However, the valorization of this concept was also identified in some others analyzed, some indicating the importance of the concept of sustainable development for the field of Education in the sense of replacing Environmental Education with Education for Sustainable Development, which for other works, however, seems to be inconceivable.

22

Authors: Anderson de Souza Moser, Ana Lúcia Olivo Rosas Moreira

This article explores the experience of creating educational and communicative pieces to address socioenvironmental issues in the school context. This piece of work points out partial results of a master's dissertation from the Graduate Program in Education of Science and Mathematics at the University of Maringá (PCM-UEM). This is a qualitative research that adopted audio recordings and interviews as tools for data collection during a process of continuing education in Environmental Education (EE) and Educommunication. The analysis of the results were based on the principles of content analysis proposed by Bardin. Different potentialities of the creation process of the pieces were observed, such as the expansion of conceptions of environment, critical analysis of news, school-community approach, among others, according to the critical principles of EE. It has been noted that socioenvironmental educommunication made it possible for research contributions to extend to teaching by favoring scientific literacy, meaningful learning and working with information and communication technologies. Some difficulties were pointed out for the creation of the pieces, such as theoretical deepening and contextualization, lack of interest of some students, traditional teaching and scarcity of materials in the school, which are pertinent and show weaknesses in the strategies. However, they overcome by the potentialities raised and can be mitigated throughout the professional development of each teacher. The analysis of the creation of educommunicative pieces allows us to infer that socioenvironmental educommunication serves as a tool capable of contributing to the insertion of Critical EE in the school space, as well as overcoming traditional teaching.

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Authors: Heluane Aparecida Lemos De Souza, Rosa Maria Feiteiro Cavalari

The environmental crisis is intertwined whit several factors, including a crisis of values. In that context, the environmental ethics arises with the attempt to understand the relationship between human beings and the other elements of nature, and which values permeate the various relationships established. Its formulation, however, presents itself as an epistemological problem, given that the area of Ethics has specificities. In the theoretical scope, discussions about the ethical relationships between society and nature are built from many different perspectives and references. In this work, we deepen our discussions based on the reflections of Luc Ferry (1994) and Hans Jonas (2006). We affirm that the possibility of expanding the moral sphere, including non-human nature, implies for Education and, particularly, for Environmental Education, the need to discuss the values that guide it, starting to objectify not only more balanced and fair relations between humans, but between humans and non-humans nature. This paper, based on a master’s research that falls within the scope of the EArte Project, aims to understand the approaches to the theme environmental ethics by Brazilian theses and dissertations in Environmental Education and, in addition, to characterize the contexts of research production in Environmental Education that refer to environmental ethics. It is a qualitative research inserted in the scope of an interinstitutional project of the type state of the art. Its documentary corpus is composed of seventeen research papers in Environmental Education that address the theme of the ethical relationship between society and nature, and the analyses were reasoned on the methodology of content analysis as proposed by Bardin (2009). Among the results, regarding the research productions contexts, in summary, it can be said that there is oscillation in the regularity of production with respect to the year of defense; master’s research account for 82% of the total analyzed. There is a great diversity of Higher Education Institutions and Postgraduate Programs to which research are linked, with a certain predominance of Postgraduate Programs in Law and Education productions. There is also a balance between the production in public and private institutions; there is a predominance of the South/Southeast axis as the production locus. Regarding the understandings that are being built about the ethical relationship between society and nature, in Environmental Education studies, eight different perspectives can be identified, namely: Biocentric Perspective, Ethics of Responsibility, Bioethics, Neoliberal, Ecosocialist, Ecology and Spirituality, Catholic Environmental Ethics, Environmental/Ecological Ethics. We understand that the discussions that have been undertaken on the ethical relationship between human beings and non-human nature must take place within the Ethics area, seeking to reflect on their basements as the philosopher Hans Jonas proposes.

23

Authors: Juliana Rink, Jorge Megid Neto

This research integrated an interinstitutional project of identification, analysis and evaluation of Brazilian dissertations and theses in Environmental Education (EE) defended in the period 1987-2009 (Projeto EArte) and we addressed the following question: what concepts and practices of curricular greening can be observed in the dissertations and EE theses aimed at training environmental teachers and educators? Our goal was to analyze the curricular greening processes proposed and / or studied by these dissertations and theses. The survey of documents was carried out with the Bank of Theses of the EArte Project, whose data were obtained from the Bank of Theses of Capes and other sources of information of the Brazilian scientific production. 85 dissertations and theses were identified with respect to the theme of this research, from a universe of 2,151 research works in AE produced within the scope of Brazilian postgraduate studies until 2009. In addition to the production scenario (year of defense, producing institutions, degree of degree) academic among other aspects), the documents were analyzed in relation to the following curricular-environmental descriptors: modality of the degree course; curricular area, type of study; conception of environmental education; and curriculum design. Among the results, we highlight that the works predominantly cover degrees in Biological Sciences and Pedagogy; most of them developed curricular diagnosis of specific courses and / or disciplines, with little research implementing and evaluating curricular greening proposals; most of the processes investigated by the works bring non-critical perspectives on EE, linked to conservationist and pragmatic trends; there is an incipient presence from the perspective of critical EE in the set of documents, albeit in a prognostic and theoretical way. The study also indicated the persistence of the debate about turning the environmental theme into subjects in the initial training of teachers and educators and pointed to several institutional conditions that favor restricted and specific curricular greening processes.

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Authors: Roberta Cristina Moreira Simões, Ana Lúcia Rodrigues Gama Russo, Eduardo dos Santos de Oliveira Braga, Giselle Rôças

This work presents a review of scientific articles on active methodologies published in Brazilian journals Qualis A1’s Área de Ensino, one of the 49 knowledge areas of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). To answer the question: How has the theme of active methodologies has been used and discussed by teachers and researchers in science education?, the work aims to survey the articles related to science education from 2008 to 2018. Specific objectives include selecting publications and mapping the teaching contexts in which the strategies are developed, without the intention of evaluating or discussing all available active methodologies strategies. For this, it was adopted qualitative approach and the research was carried out under the scope of the State of Knowledge. The national journals were selected by consulting the CAPES portal, on the Sucupira platform, using the filters: Área de Ensino and 2013-2016 quadrennium; keywords related to the active methodologies were defined for the articles selection. As result, were selected nineteen journals and thirty-nine publications. The most frequent active methodologies in the articles are Teaching for Problems and Teaching by Investigation, with a highlighted for education levels of Higher Education and High School. In the period of this work, there was an increase in the number of publications from 2015 to 2018. We conclude that teachers and researchers have discussed active methodologies through different strategies, at different levels of education. We emphasize the importance of theoretical deepening in the use of active methodologies, avoiding misuse or uncontrolled use, such as a methodological disorder.

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Authors: Julio Cesar Bresolin Marinho, Ana Caroline Machado Gonçalves, Joseane Salau Ferraz, Gabriele Milbradt Glasenapp, Kevin Giovanni da Silva Garcia, Etienne Caroline Rodrigues Feliciani

The purpose of the work focused on carrying out a triangulation of evidences between the conceptions of elementary school Sciences teachers about the textbook (TB), analysis of the Sciences TB units used at schools in the town of São Gabriel - RS and finally analyze the conception of future Sciences and Biology teachers who will use the TB in their professional action. The research, of qualitative approach, established itself as exploratory. As research instruments, two open questionnaires were used to analyze the conceptions of the participants concerning the Sciences TB, one of them directed elementary school Sciences teachers and other answered by undergraduate students of Biological Sciences. The research participants were: six undergraduate students from the 5th semester of the graduation course in Biological Sciences of the Federal University of the Pampa – UNIPAMPA, São Gabriel Campus and three Sciences teachers from the public network of education of the town of São Gabriel - RS. The teachers mentioned they never had any training aimed at choosing the TB. The discourses show that, except at private schools, the process of choosing the TB is carried out by the teachers themselves. We highlight that the choice of the book is carried out based on some criteria. The teachers usually consider the TB as “good”. Concerning the amount of books available for the number of students sometimes it is not enough precluding the possibility of having the TB taken home and therefore only being used at school. The TB in Sciences classes is used as a support, mainly for the resolution of exercises. In the analysis of the TB units, eight aspects were pointed out: presentation; language; visual resources; exercises and proposed activities; relationship Science, Technology and Society; contextualization and interdisciplinarity; complementary material; problems and/or absences/mistakes observed. According to the undergraduate students’ perception about the TB it has been observed that, previous to the analytical activity, these were wrong. The main positive aspect highlighted in the TB, by the undergraduate students, were the proposed activities. As absences/mistakes/problems found in the material, most pointed out the texts, claiming that they are very short. The undergraduate students pointed out that the activity of TB analysis collaborated for their training, contributing for the development of a better critical sense; providing a reflection on how Sciences themes are proposed to be carried out in elementary education; enabled them to have another opinion about the use of the TB, noticing that it can be a powerful resource. Through the data triangulation we inferred that some coordinated work is necessary, in which the graduation courses problematize aspects concerning the choice of the TB and present the potentials of their usage for future teachers; implementation of periodic analysis of the collection approved by the PNLD in order to check how the themes are proposed as well as the quality of the materials; work on continuous training of teachers so that they can set clear criteria which enable them for a more aware and critical choice of the TB they will use.

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Authors: Fábio Caires de Oliveira, José Wilson Pires Carvalho

The objective of this study was to identify and discuss contributions of QuiLegAl, a multi-platform application (app), to the teaching and learning processes, based on an evaluative approach carried out by a group of undergraduate licenciatura students in Chemistry. The app QuiLegAl is part of a master’s thesis, which was dedicated to the development of digital learning objects as an alternative for teaching Science and Chemistry topics, such as chemical bonds and chemical equations and their representations. The research adopted a qualitative approach, with characteristics of a case study. For data production, evaluation questionnaires proposed by Oliveira (2017) and audio recordings and observation were used. The organization and analysis of the results were carried out based on the content analysis techniques (BARDIN, 2011), as well as on the triangulation of data from different sources. The results presented by the study indicate that QuiLegAl, object of evaluation by the undergraduate students, meets the requirements of the different aspects evaluated, namely the integration of visual, sound and interactive resources and the possibilities of building molecular structures, which can contribute to imparting user autonomy. These aspects demonstrate the potential of the app as a pedagogical resource for the teaching of Natural Sciences. The study suggests that QuiLegAl can motivate users to know, explore and plan new approaches to the topic of chemical bonds, using the app as an alternative to the teaching and learning processes.