This thesis, observing the interactions between electronic games and childhood, seeks to understand how learning relationships occur. Based on the relevance of language and objects for consolidation of the notion of childhood, an investigation methodology has been proposed. By looking at interface playful elements, we tried to analyze how the production of meaning operates in the participation of electronic games during childhood. To do so, from a methodology that is based on Gee s learning principles, we conducted a survey with students of the fifth grade of the fundamental school, with the purpose of establishing new paths and provide information relevant to the teaching / learning relationship.