Experimentation in chemistry teaching generates interest among students through discipline.
This situation can be observed in the different levels of schooling, from Basic Education to
University. However, the teaching-learning process has shown that, for the most part, the use
of experimentation is not contemplated in basic education. Among the main arguments that
justify the low use of the laboratory are the pedagogical, economic, structural and human
arguments. It is known that there is practically nothing that completely replaces the pleasure
in learning that a practical class provides, but the use of some alternative methodologies or
resources may alleviate the lack of experimentation in teaching chemistry. Computational
animations are examples of alternative resources, since it allows the visualization of
experiments in the field of chemistry, which for any reason are impossible to be realized in
the teaching laboratory. This study was developed in order to develop animations aimed at the
teaching of chemistry and to verify their contribution in the teaching-learning process and in
the initial formation of teachers. The work was developed with participants of the Uirapuru
Project, developed under the Institutional Program of the Initiation to Teaching Grant -
PIBID, in the context of the Federal Institute of Education, Science and Technology of
Amazonas - IFAM. In order to reach the desired objective, the methodological course was
worked according to the philosophical approach of the dialectic, the qualitative approach and
the methodological strategy of the action research, which supported the specific stages of this
research as follows: To qualify undergraduate chemistry graduates Uirapuru Project to
produce animations through Power Point software; To apply in the classroom the animations
produced and to analyze the contribution of this resource in the initial formation of teachers
and in the teaching-learning process; To scientifically disseminate the knowledge built from
this research through the presentation of academic papers in educational events and
periodicals; And produce a website containing tutorial and animated examples in order to
assist teachers in the development and use of animations in teaching chemistry. It is
concluded that this work contributed to the initial training of teachers, inserting new
languages and technologies in teaching practice, as shown by the perception of the
licenciandos in the evaluation, in which 100% of them inferred that believe that the
animations created in Power Point can be used as a resource for teaching, identified
animations as an important tool for teaching chemistry, and can also be created as resources
for other disciplines, and signaled that they would use this feature in their classrooms. Of the
supervising teachers and scholarship recipients, 100% believe that the use of animation
facilitates understanding of the content taught and can positively interfere with the teaching-
learning process in chemistry. This contribution was verified in the teaching-learning process
through a significant increase in the thematic issues of chemistry, in which a greater
understanding of content was perceived, thus promoting a meaningful learning, according to
Richard's Cognitive Theory of Learning Multimedia Mayer. In this way, an improvement in
the teaching of chemistry is offered.
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