2024-01-152024-01-152024-01-152023-11-07https://repositorio.ifal.edu.br/handle/123456789/346This study was motivated by the COVID-19 pandemic scenario, which boosted the search for effective educational alternatives. Given this context, we wondered whether YouTube channels could be used as a support tool for teachers in chemistry teaching, complementing face-to-face teaching and enabling the review and deepening of content, given that this platform is easy to access and widely used. by the current generation. Our general objective was to analyze whether video lessons from YouTube chemistry channels are relevant for teaching and whether these channels can be used by teachers as an aid in classes. Furthermore, our specific objectives were: to identify the main channels, evaluate the quality of the content and identify the limitations of this resource. This is a quantitative bibliographic research, in which the methodology adopted consists of five distinct stages. First, the number of channels was defined, followed by the collection of data considered permanent and data that is constantly updated on the platform. Finally, we describe the results and analyze the data obtained during the research. It was found that in fact, YouTube can be a valuable tool to support teachers in teaching chemistry. This platform represents an effective bridge between the educator and the student, presenting itself as an enriching resource, capable of complementing traditional content and stimulating students' interest in the subject. In this way, this research can also serve as inspiration for future projects, and to improve the use of this tool to support chemistry teaching, which is rich in possibilities and very promising for contemporary education.Acesso AbertoAprendizagem digitalYouTubeEnsino de químicaTecnologiaDigital learningChemistry teachingTechnologyTrabalho de Conclusão de CursoCIENCIAS EXATAS E DA TERRA