The aim of this study was to identify the living experiences of teachers and students happening in a Virtual Learning Environment (Moodle) about "Energy and Chemical Transformation", a workshop designed to further the activities of Chemistry teaching in the first grade of high school. The guiding questions of this study were the following: Does the content of the subject of Chemistry, in Moodle, accomplish the curricular menu of the school's Political-Pedagogical Project and is it coherent with its learning goals? How do teachers, students and coordinators involved in the study perceive the Moodle platform concerning teaching, learning and evaluation? The study has taken place in the High State School "Paulino de Brito", in the municipality of Portel, state of Para, Brazil, framed in a qualitative methodology, based on an interpretative paradigm and a case study design. The results found allow us to state that the content of the Chemistry subject in Moodle accomplishes the curricular menu of the school's Political and Pedagogical Project and was coherent with its learning goals. It was also possible to state that the participants reckon that the Moodle platform is a relevant tool in education and a very important resource to move forward in autonomous learning.
