Teaching chemistry should be instigating, problematizing, and challenging, in a way that the aim is to build the student's scientific knowledge. In this way, the present work seeks to contribute, descriptively, as a motivating tool for learning knowledge in the science area, with a focus on chemistry. It is noticed that even with the various current academic productions, there is a lack of works that portray the reality of the teacher in the classrooms in Youth and Adults Education (YAE), particularly with chemistry content. Intending to assist the challenges experienced by education professionals and students, in the school context of YAE, and to arouse curiosity and interest in learning, we sought to bring playfulness to the classroom. Thus, the objective of this work was to develop a board game that makes the content of the Periodic Table clearer and more accessible, instigating its problematization and contextualization. The work is based on the theory of Meaningful Learning that fits the current reality of students and teachers of YAE, who bring all their experience to be shared in the classroom. For this purpose, a game was built and this work will explain its sequence of elaboration, as well as discuss ways to implement it in the chemistry classes for YAE. The work will emphasize the importance of contextualizing chemistry through the QuimiVille game, which familiarizes students with the Periodic Table, promoting that the teaching and learning process is concrete, contextualized, and meaningful.Keywords: Youth and Adults Education. Games. Chemistry. Meaningful Learning.