The game has been a playful alternative to give chemistry the new look it needs. Studies on
games, recreational activities and playfulness are increasingly recurrent in the teaching of
chemistry, being considered the subject of the moment presented at conventions, congresses
and research in general. The concern, however, is whether these methodologies are really
intentional or if it is just another way of occupying time in the classroom. In this context, the
present work aimed to analyze the Influence, the impacts of playful intentionality, in the
different perspectives of the subject (coordinator, preceptor, resident) within the regency of the
Pedagogical Residence program, in the application of a game as a didactic tool in teaching of
chemistry. Through a qualitative approach, based on autobiographical narratives as a teaching
and learning strategy, based on reflection diaries (logbooks), the divergence of playful
intentions by the three subjects was investigated and how these changes in conception actually
affected the radioactive truco game application. It was found that, faced with the interference
of the students' previous conceptions about the ludic activity applied in a final way, by the
resident, the students had their creative inventiveness, which would thus be adhered to with the
didactic game, if applied in a uniform way with the intention’s playful activities of the
coordinator, preceptor.
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