The use of educational games as a pedagogical resource in the teaching of Science and / or Biology has been studied and analyzed in numerous researches in the last ten years. Games, seen as a potential and differentiated methodology, increasingly are resources used in school environments, contributing to the reflections of teachers and institutions on the importance of the playful aspect to the emotional and cognitive development of students. Thus, this work aimed to investigate, through an exploratory qualitative survey, the potentialities of the use of games in school environments, evaluating what this resource can bring of benefit to the teaching-learning process in Biology in Brazil. In total, 14 research studies carried out with both Elementary School and High School in the last ten years were analyzed. The results indicate that the use of games during science classes in Elementary School and Biology in High School, both in public and private schools, favored the students learning processes. In general, the students who were the target of the activities and studies reported in the articles considered in this bibliographic survey claimed to be more motivated to learn the biological contents applied by the teachers in class, since the games made the classes more attractive and interesting, stimulating to participate more actively in their own learning. In addition, many authors emphasize that as a learning tool, games help students develop from the creative, affective, historical, social and cultural perspectives. Through the mechanisms of gameplay, students began to develop various skills throughout the class, invented, discovered and experienced new points of view. In addition, it was also observed that pedagogical games served to assist teachers in teaching practices, as well as stimulated the appropriation and construction of scientific knowledge, facilitating students learning and improving the work of teachers in the classroom.