This dissertation consists of an action research with a qualitative approach (textbook) and quantitative approach (didactic intervention), developed with high school students integrated in informatics from the 1st, 2nd and 3rd year of the Instituto Federal do Pará Campus Cametá and aims to analyze the use of SEARS software as a means of contributing to the teaching and learning processes of environmental sciences from the use of educational technologies approaching the teaching of environmental sciences and discussions on the final destination of solid waste produced in the municipality of Cametá-Pará. For the construction of preliminary data, a structural questionnaire was used in the SEARS Software using the action research methodology, which consists of three phases. Exploratory phase that considers actions as evaluative to solve the problem. At this stage, actions were planned based on a diagnosis of the situation. Action Phase, execution of actions from the script. Evaluation phase, where the results of the actions in the context of the investigation and their consequences were presented so that favorable lessons can be extracted to continue the experience in a technological tool such as the SEARS educational software. The results were organized into distinct sections according to the series to be researched 1st year. 2nd year and 3rd year. As a product, an educational tool for integration and collaboration was presented through pre-test, diagnosis and post-test. The self-authored SEARS software is also classified as free software and will be available to help teachers and researchers managed by the teacher/researcher. The studies were applied in three classes of the Instituto Federal do Para Campus Cametá, the analyzed data were collected in the Sears Software database for analysis of the pre-test and post-test applied during the didactic intervention with the use of the software. The diagnosis provided high didactic suitability when it was applied in the 2nd and 3rd year and not so well conceived for the 1st year, perhaps because the class is not completely mastering the educational technologies being used in remote teaching, due to the new Corona virus pandemic.
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