2024-04-082024-04-082019-04REZENDE, Felipe Augusto de Mello; SOARES, Márlon Herbert Flora Barbosa. Jogos no ensino de Química: um estudo sobre a presença/ausência de teorias de ensino e aprendizagem na perspectiva do V Epistemológico de Gowin. Investigações em Ensino de Ciências, Porto Alegre, v. 24, n. 1, p. 103-121, abr. 2019. DOI: 10.22600/1518-8795.ienci2019v24n1p103. Disponível em: https://ienci.if.ufrgs.br/index.php/ienci/article/view/1269. Acesso em: 12 mar. 2024.e- 1518-8795http://repositorio.bc.ufg.br//handle/ri/24539From the first decade of the twenty-first century, it was noticed a significant increase in the quantity of games applied to the teaching of Chemistry, however, there are games without pedagogical objectives. In this sense, a documentary analysis was used in the main periodicals of Chemistry Education/Teaching a heuristic instrument in the perspective of the Gowin’s Epistemological V, which consists of analyzing the structure and process of knowledge construction, in order to identify possible theories of teaching and learning in the game construct. The results indicated the presence of Genetic Epistemology (54,17%) and Cultural Historical Psychology (29,17%), as well as the theoretical-epistemological reference absence (16,66%). However, we identified the need for a deeper understanding of the frameworks used, since most articles explore only some elements of the theories. In this way, there sults indicate the imminence of the use of learning theories, not being possible to speak in an epistemology of the game.porAcesso AbertoJogos no ensino de QuímicaTeorias de aprendizagemEpistemologia genéticaPsicologia Histórico Cultural (PHC)V Epistemológico de GowinGames in teaching ChemistryLearning theoriesGenetic epistemologyCultural Historical Psychology (PHC)Artigo10.22600/1518-8795.ienci2019v24n1p103