The dissertation discusses the interaction possibilities of Design and Education in contemporaneity, from the viewpoints of students and teachers about the use of educational or entertainment games in their training activities. In a culture in which human behaviors are increasingly influenced by digital environments, the task to rethink the traditional classroom format and to search for new pedagogical approaches, tuned with society demands, becomes a main concern in the educational scenario. In this context, games pop up as an important tool in teaching and learning processes, for its aspects concerning the reflective thinking and collaborative work. The role of design in creating games and learning environments that can explore these aspects in a playful and effective way transcends a mere aesthetic dimension. The dissertation advocates that some features of the Design are also inherent to contemporary time. And these features enable an expansion of the Design performance and an intensification of its dialogue with other areas. The writings and thoughts on Design theories by authors as Argan, Bomfim and Forty, among others, are addressed in light of the definitions of Liquid Modernity developed by Bauman, and of Cyberculture by Lévy, showing the relevance of the dialogue Design-Education nowadays. In the field research, interviews with teachers and a dynamic conducted with students confirmed the need to rethink the classroom format and the benefits of using games in teaching and learning activities. However, it also showed that Respondents knowledge about the role of design in the development of games and educational materials is mostly limited to its aesthetic aspect. This lack of knowledge about the real potential of Design contributes to the fact that the Design-Education interaction has been still little explored.