This thesis aims at proposing and analyzing pedagogical practices related to significant learning in Graphic Design disciplines. Considering that significant learning occurs when the student learns something that has personal meaning, connecting something new to his previous experience and knowledge, and that in each classroom students have different learning preferences and patterns, holding completely different universes within themselves, two open experiments of significant learning have been set forth. An evaluation and analysis tool that may be applied to the planning of significant classes in any subject has also been developed. In the final considerations, other experiments were proposed as suggestions for pedagogical activities oriented to the investigation of the theme, which have not been tested in the field yet but can be freely developed as an extension or resumption of the research.