After the exposition was initiated game remaining itself the groups. For the accomplishment of this activity two hours had been necessary/lesson. The game was established in questions contextualizadas concerning the use of found organic functions in the daily one, in which a representative of the group had the right to try the luck when playing data, which presented the options: A vowel; Two vowels; A consonant; Two consonants; A tip; Pass the time. RESULTS: From the application of the game, it was possible to observe the surprise of the pupils when discovering the great importance of the subject in the daily one. One perceived that the game stimulated the interaction of the group with the subject and the search for information on the subject. To each filled gap the pupils felt themselves more interested in answering, therefore at the moment that the representative of the group argued how much to the fulfilling of the gaps, the other group already speculated, in silence, the reply.
It did not have dispersion of the group during the accomplishment of the activity. The commentaries of the pupils send the relevance of the application of the game in the education of organic functions: Not wise person who the esters are gifts in bullets and bonbons. Not wise person who the caffeine is a stimulant. I never studied Chemistry in this way. I liked it game, therefore I learned Chemistry of day-by-day playing. CONCLUSION: The valuation of the playful one in the use of new resources in the chemistry education presents a significant result in regards to the learning of the pupils and any person that wants to learn independent of the social classroom, age etc. The game can in such a way intervine in the interatividade and dinamizao of the lessons of Chemistry how much in the production and abstraction of knowledge for the way pupils who become them critical beings in relation the sociocultural way that if they insert. Institution of Promotion: Pious college Tenth Word-key: Education Organic Learning, Playful, Functions.