Learning gains in Physics have been reported from the insertion of mobile mobile devices, especially tablet-PCs and smartphones, in conjunction with new teaching proposals. The self-learning, with appropriate pedagogical justifications, shows up a self-guided and instructed learning style, centered on the student as an agent of his learning. The consonance and complementarity of those pedagogical strategy have been providing the development of new and significant contribuces for the education in physics, inserting the self-guided experimental practices on learning and teaching process. The focus, however, of the literatures in the area is concentred in the increasingly refined construction of virtual laboratories, simulation softwares or configurations of labs remotely commanded via the web (remote labs). Researches, in general, are directed toward higher education in science and engineering. Although there are several benefits to the accessibility and multiplicity of the experimental practices, researches point to limitations of existing virtual tools (lack of realism in images and movements, limitations of Internet transmission, 3D resources, and others). In addition, some subjects specifics in physics, such as topics of Modern and Contemporary Physics (MCP), for example, still figure little or unexplored on high school level. A Modern Physics Specific lab, however, is extremely scarce and costly. In order to triangulate the versatility and contributions of mobile devices for self - guided teaching and learning process and based in experimental practices, this research shows up in the intention to propose and apply a didactic proposal used for an experimental and theoretical approach of modern physics topics, through an application software, thought for tablet-Pcs, acting as an interactive and multimedia experimental guide. Based on application of the didact proposal, it was possible to evaluate significant contributions for students in terms of motivation, autonomy and facility of execution and access on teaching and learning processes intermediated by this tool.Ganhos de aprendizagem em F?sica t?m sido reportados advindos da inser??o de dispositivos tecnol?gicos m?veis (?mobile devices?), especialmente tablete-PCs e smartphones, em articula??o com novas propostas de ensino. A chamada ?Autoaprendizagem?, com as devidas justificativas pedag?gicas, constitui um estilo de aprendizagem autoguiado e instru?do, centrado no aluno como agente de sua aprendizagem. A conson?ncia e complementariedade destas estrat?gias pedag?gicas v?m providenciando novos e significantes potencias para a educa??o em f?sica, em particular com as pr?ticas experimentais auto conduzidas. O foco, no entanto, das literaturas na ?rea mostra-se na constru??o, cada vez mais refinada, de laborat?rios virtuais, softwares simuladores ou setups de experi?ncias reais remotamente comandados via web (?remote labs?). As pesquisas, em sua maioria, s?o direcionadas ao ensino superior de ci?ncias e engenharia. Embora haja diversos benef?cios ? acessibilidade e multiplicidade da pr?tica do trabalho experimental, pesquisas apontam para limita??es das ferramentas virtuais existentes (falta de realismo nas imagens e movimentos, limita??es de transmiss?o via Internet, recursos de terceira dimens?o, dentre outros). Al?m disso, alguns assuntos espec?ficos em f?sica, como t?picos de F?sica Moderna e Contempor?nea (FMC), por exemplo, ainda figuram pouco ou inexplorados no Ensino M?dio. Laborat?rios espec?ficos, por sua vez, nesta ?rea s?o extremamente escassos e de elevado custo. No sentido, pois, de se triangular a versatilidade e contribui??es advindas dos dispositivos m?veis para um ensino e aprendizagem autoguiado e baseado em pr?ticas experimentais, esta pesquisa se mostra no intuito de propor e aplicar uma proposta did?tica utilizada para abordagem te?rico experimental de t?picos de f?sica moderna, por interm?dio de um software aplicativo, pensado para tablet-Pcs, atuando como um roteiro experimental interativo e multim?dia. Da aplica??o, p?de-se avaliar contribui??es significativas para os discentes em termos de motiva??o, autonomia e facilidade de execu??o de pr?ticas experimentais em processos de ensino e aprendizagem assessorados por esta ferramenta. Palavras-chaves: Self-learning, F?sica Moderna e Contempor?nea, Dispositivos M?veis, F?sica Experimental.