In contemporary society, information and communication technologies establish an indispensable role in terms of sharing knowledge or information in the social environment, being present in a significant way in daily life. This technological scenario directly reflects in the educational scope, assuming a posture of pedagogical support to the teacher in the student's teaching / learning process. Contributing countless possibilities in the construction of concepts, definitions, experimental simulations, educational videos, software or online games that provide learning in a relaxed and innovative way. In a bibliographic survey, the contents of chemistry are seen as complex and difficult to understand both for high school students, as well as for graduates of the Chemistry course. In this sense, the present course conclusion work was developed with the objective of investigating the contributions of ICTs in the teaching of chemistry from the perspective of public state schools in the municipality of Humaitá-AM. From the teaching perspective, as a methodological option, a qualitative research was used, focusing on the quality of the information obtained through an open questionnaire. The target audience for this research was 6 chemistry teachers from public schools of basic education in the municipality of Humaitá-AM . This work allowed us to verify that the use of Information and Communication Technologies in the Teaching of Chemistry, contributes in a positive and significant way in the teaching-learning process, since according to the narratives of the interviewees, it can provide students with access to different media, besides allowing them to act autonomously and actively in the teaching learning process. The results of the research also demonstrate that the use of Information and Communication Technologies can contribute effectively to the teaching of Chemistry, since this didactic tool allows the teacher to make use of different resources (videos, texts, sound, image) animation, simulation, experiments) to address the same content, enabling more meaningful learning.
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