The constructive from the epistemology of meaningful learning.

The purpose of this research was to establish constructivism from the epistemology of meaningful learning, through the allosteric learning model, considering the teaching and learning processes from the cognitive, procedural and attitudinal aspects of the student. Approached under the qualitative approach of Action Research, documentary and field, through an exploratory-descriptive design, which implies action by the researcher, allowing to describe the development of the student’s cognitive process, obtaining information on the use of their strategies, using as a technique the participant observation, focused on phenomenology and understanding. The technique of the unstructured interview was used, integrating teachers and students of the 1st year of General High School Education of the Alejandro Ibarra U.E.N. as informants. It was obtained that the intervention and contribution of a meaningful learning based on Andre Giordan’s allosteric model is essential, in a dynamic and meaningful way, since routine classes continue without producing a real meaning to what is learned.