| Summary: | ABSTRACT: Games may contribute with the learning processes in different knowledge areas. This article describes the development and use of a board game that addresses history of art content, in a quasi-experimental study with students of the 1st year of secondary education in two public schools. The students' performance was evaluated before and after the intervention, as well as their motivation after using the game. Observational data were collected, as well as photographs, audio recordings and interviews with the participating teachers. In the writing tests, the students who used the game had a performance equivalent to those of the control group, showing a satisfactory motivation level and adequate level of acceptance of the game. The article discusses these results, bringing to the debate not only the use of games in educational contexts, but also the way in which these games are introduced in the classroom. Although the board game developed in this research focuses on specific contents about art in the city of Porto Alegre, Brazil, the game model may be customized by teachers and students and be adapted to address other contents.
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