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Encouraging young people to know their own bodies from a cellular and physiological perspective can lead to the adoption of daily practices to prevent diabetes and obesity. In addition, to facilitate the overcoming of social issues that lead to stigmatization and prejudice. It is already known that the state of Mato Grosso do Sul, especially its Capital, Campo Grande, has high rates of these chronic diseases and the importance of ludic education for the learning process. Therefore the objective of this work was to develop a spiral puzzle with concepts related to ghrelin, insulin, leptin and energy balance, and verify whether this proposal promotes understanding of the physiological mechanisms of hunger and satiety, demystifying the stereotypes present in the school environment associated with overweight. Fourteen students from the 1st year of high school at the state school Prof. Emygdio Campos Widal. The participants were submitted to a questionnaire before and after the didactic intervention, and the data were analyzed regarding the evolution of the acquired knowledge. The answers, after the pedagogical practice, demonstrated that the students learned new biological concepts. It is concluded that ludic and interactive actions carried out in the school environment can contribute to the learning process about the physiological determinants of hunger and satiety, and stimulate the reduction of intolerance materialized in the form of bullying among young people, since it promotes individual and collective awareness of demystify physical stereotypes associated with food consumption. [ABSTRACT FROM AUTHOR]