The Teaching of Chemistry presents, in its literature, authors who seek methodologies to make the chemistry classes more attractive, for this, teachers use of application of experiments, educational games, insertion of chemistry in the daily and now, more recently, the proposal of gamification in the chemistry classes. Originated from the English Gamification, gamification seeks to apply, in real-world environments, virtual game mechanism by taking away the motivational and aesthetic points found in the games. Gamification is applied in education in order to motivate and engage students to learn and get involved in the process. This study aims to carry out a bibliographic survey in order to know the possibilities of application of gamification in the teaching of chemistry, to analyze methodological proposals and to suggest to the teacher the search by other means that can aggregate methodologies as a way to facilitate the process of teaching-learning. This is a bibliographic, descriptive and qualitative study using a content file as a form of data collection. The research offered to find as a result the wide possibilities of application of gamification and to verify how this methodology can contribute to the teaching-learning process, suggesting to the teacher of chemistry new teaching proposals. It considered that the methodologies, applied in the articles used as analyses, have their own characteristics, so they do not have a better effectiveness individually, on the contrary, all can be successfully addressed, provided that the teacher aligns his methodological proposal with the content and class he intends to apply.
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