To have significant learning two conditions are necessary. In first place, the necessary pupil to have a disposal to learn: if individual to want to memorize the arbitrary content literally and, then the learning will be mechanics. In second, the pertaining to school content to be learned it has that to be potentially significant, that is, it has that to be logical and psychologically significant: the meaning logical only depends on the nature of the content, and the meaning psychological is an experience that each individual has. Each apprentice makes a filtering of the contents that they have meant or does not stop proper itself. Moreira & Buchvyertz (1987) 7, says that Ausubel, on the other hand, recommends the use of previous organizadores that serve of anchor for the new learning and take to the development of concepts subsunes that facilitate the subsequent learning. The use of previous organizadores is a strategy proposal for Ausubel deliberately to manipulate the cognitiva structure in order to facilitate significant learning. Organizadores previous is substances to be aprendidoem itself. Contrariamentea summary that usually is presented to exactly level of abstraction, generality and inclusividade, simply detaching certain aspects of the subject, organizadores are presented in a higher level of abstraction, generality and inclusividade (Moreira & Buchvyertz (1987) According to Moreira & Buchvyertz (1987) 9, the proper Ausubel comments, that the main function of the previous organizador is to serve of bridge between what the apprentice already knows and what it must, similar of that the material can be learned of significant form. That is, previous organizadores are useful to facilitate the learning in the measure where they function as ' ' bridges cognitivas' '. With this double landmark of reference, the proposals of Ausubel leave of the consideration of that the individuals present an established internal cognitiva organization in knowledge of conceptual character, being that its complexity depends much more on the relations that these concepts establish in itself that of the number of concepts gifts.