2025-04-232025-04-232024https://repositorio.ifal.edu.br/handle/123456789/922The use of gamification as an active methodology in Chemistry teaching in basic education fosters a reflective, collaborative, motivating, creative, and investigative learning process, contributing to the overall teaching and learning experience. The main theoretical and methodological references were Souza (2019), Pereira and Leite (2023), and Kapp (2012). Schools and teachers need to pedagogically guide the demands of new generations who constantly use the internet and social media on their smartphones through various entertainment applications, integrating Digital Information and Communication Technologies (DICT) with gamification for more effective Chemistry learning. Thus, this study implemented gamification in the content of organic functions and the nomenclature of organic compounds in two third-year high school classes at Escola de Referência Monsenhor João Marques, in the municipality of Saloá-PE. The games were created in the virtual environment using two platforms: Wordwall and Kahoot!. Subsequently, data collection was carried out with the selected classes through a questionnaire consisting of nineteen multiple-choice questions and three open-ended questions. Overall, students believe that the use of applications, active methodologies, and educational games helps in learning Chemistry content. Internet access is common among students and occurs mainly through mobile phones. Therefore, these results confirm the importance of using gamification in Chemistry teaching through digital educational resources (DER).ptMetodologia ativa. Gamificação. Química. Educação básica.Trabalho de Conclusão de CursoCIENCIAS EXATAS E DA TERRA::QUIMICA