Since its early development, cinema has been used in education due to the capacity of influencing how people think and behave. Most of the films and especially those categorized as animation, however, have adaptations and poetic licenses that allow an escape from reality, even if partially. Therefore, starting from film exhibition, followed by questions and a qualitative analysis of the answers, perceptions about “Finding Nemo” were got and, aimed at better understanding the influence of this cinematographic resource on the construction and consolidation of scientific knowledge. In total there were 32 participants, with 12 years old age range. Results show that even with some evident discernment between fiction and reality, much information in the film are still assimilated as true. So, to avoid a misappropriation of the scientific knowledge, and consequently its dissemination, it is fundamental that the way how films are used in education is rethought and re-adapted.