Rubens Anderson Alves Da Silva * Summary presented for partial note attainment in disciplines Psychology of the Learning. THEORY OF THE AUSUBEL LEARNING. The text deals with the Theory presented for Ausubel concerning the process of significant learning and its importance in the teach-learning process. In accordance with the theories developed for North American psychologist D.P. Ausubel, the stored previous knowledge during the life of an individual is a great influenciador in the construction of the process of learning of this, exactly individual, what Ausubel flame of Cognitiva Structure. The cognitiva learning functions as a link enters the information already known by the individual and to that them is new, resulting in a evolutiva interaction between old and new data.
This interaction generates an associative process of interrelacionadas information assigned of Significant Learning. For Ausubel, the significant learning facilitates the learning, therefore it allows that the pupil learns by means of the direction that the knowledge will go to make it, approaching it of the construction of this direction. In contrast of the mechanical or repetitive learning, therefore in this, the pupil becomes mere ' ' reprodutor' ' of a knowledge previously established, by means of absolute in power associations and descontextualizado that, for many times, he does not attribute meant some to it. So that a significant learning occurs, Ausubel considers a series of methods paved in theories of psicopedaggicas that can in accordance with facilitate to the organization of the teach-learning process the proposal of the Significant Learning, such as the categorizao of Subordinated Significant Learning, Superordenada and Combinatria if it adjusts the categorizao in Representacional, Conceitual and Proprosicional. Thus, we can conclude that the proposals of Ausebel not only value one definitive ' ' estrutura' ' as education method, but mainly, it values the pupil as individual as constituent element of the process of construction of the learning, not only a retransmissor being, subordinating to education method that ignores it its capacity to assimilate the information.