The present work arose through an Institutional Program of Scientific Initiation Scholarships and supervised internship with the objective of helping both teachers and students in relation to the difficulties encountered in the classroom during the development of the Chemistry and Physics curriculum component, taught in high school. Through this work, one can observe the vast difficulty that was found in the classroom, with regard to the topics covered, student-teacher relationship and other
facts found there. We know that chemistry and physics, even today, is still a barrier for students who are aiming for training, some adapt, others like it and of course there are also those who did not know how to deal with this problem. So to make it easy for everyone, easy-to-understand work was carried out with playful activities, linking the students' daily life with teaching, making them critical, participatory and
contributing to science in their training. Through several bibliographical researches, it was observed that the list of materials with a playful nature, are practically unavailable for the teaching of chemistry and
physics. Thinking about changing this panorama, we implemented standardized texts to make the student stay up to date with the subject in a fun, participatory way and study with more pleasure, that is, thinking about learning, as the material has a summarized textual structure, but it is dynamic and objective, besides offering illustrative pictures and language in a way that the reader of any age can understand. In addition, games were prepared to continue textual exploration and consolidate the
construction of concepts The work was applied at the Federal Institute of Amazonas - CMC to a group of integrated technical course in the 2nd year of high school, under the guidance of Professor Fabrício Farias, who taught the Physics curriculum component for this group. On the occasion, we delivered the texts through the teacher for reading in the classroom, the games were made available and the students were instructed to play at their homes and consequently sent them for correction and feedback, something necessary for the qualitative research conclusion.
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