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In this paper, we expose the relevance of active methodologies for teaching grammar through the application of the game “The roulette of social relations of ‘nós’ and ‘a gente’” in a 9th grade class at Jacintho de Figueiredo School (Aracaju/SE) to contribute to the productive teaching of usage patterns of first person plural pronouns. We assume that students must be protagonists of the learning process, considering their personal experiences. The results of the application showed four patterns of use for verbal agreement with the forms “nós” and “a gente”, which highlights the importance of a language teaching model sensitive to sociolinguistic varieties of students against the canonical variety of the language. The game proved to be a plausible alternative to what we proposed because through it the whole class was able to rethink linguistic uses, their conditioning, and impacts on social life