The theme of this research is the creation and adaptation of analog games by students and teachers, as a strategy for building collaborative and dialogical teaching-learning spaces, based on design skills. The creation of games with students is still often linked to the acquisition of technical skills, logical reasoning and problem solving and occurs predominantly on digital platforms and in computer classes, or even in courses whose purpose is to teach how to create games. The creation or adaptation of analog games involves challenges that are even greater in Basic Education, especially for the process to be explored in its potential to build collaborative and dialogical teaching-learning spaces. From these findings, there was a need to research how the creation / adaptation of analog games in the school mediated by Design can favor the construction of collaborative and dialogical teaching-learning spaces. This thesis is based on the prediction that the creation / adaptation of analog games in the school mediated by Design can favor the construction of collaborative and dialogical teachinglearning spaces based on the processes of reflecting on a theme, metaphorizing relationships and establishing a system of rules coherent. It is understood that this requires the exercise of design skills such as systemic and critical thinking, reflective action, planning and organization of collective work, promoting a horizontal context of co-authorship and shared construction of meanings between teachers and students. To achieve this goal, this research was based on bibliographic review, analysis of articles and analog games; mapping the experiences of teachers who developed adaptation activities and / or creating analog games with students; and mapping the positions of teachers and students participating in the proposal to create games in a technical high school. The research allowed to verify the importance of using Design skills and its methods to support the work of teachers and the multiplicity of strategies. There was a need to assume a dialogical attitude when carrying out these experiences.