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Chemistry teaching is seen by most students as difficult to understand because it is abstract and meaningless concepts. Perhaps this apathy is recurrent from the traditional teaching (re) produced by teachers, in which the focus is on memorization and repetition of concepts, treating the student as a repository of knowledge. Reflecting on this, it is necessary to think of strategies that help students better visualize and understand these concepts. For this, the present work shows how the didactic strategy "Chemical Horoscope" can contribute in a playful and attractive way in the learning and teaching of the periodic table content. This action is justified by the fact that many students associate that this tool needs to be memorized completely, having no use that makes sense to them. The research has a qualitative approach, being conducted at the EREM Guiomar Krause Gonçalves which is a partner school of the Pedagogical Residence Program, in a class with 23 first year high school students in the city of Vitória de Santo Antão PE. For the development of the activity, we use as the theoretical methodological basis, the Kellyana Experience Cycle (CEK), which follows five basic steps: Anticipation, Investment, Encounter, Confirmation or Disconfirmation and Constructive Review. From the experience of CEK, analyze the questions and debates with the public, we collected very positive results, noticing the evolution of students after the class with the playful activity. They were able to argue correctly and scientifically about the questions asked, and confirm and / or disconfirm the initial hypotheses. Thus, we consider that innovative, creative and playful methodologies add a lot to the learning and life of students.

HOROSCOPO QUÍMICO: UMA PROPOSTA DIDÁTICA NO CONTEÚDO DE TABELA PERIÓDICA