From the understanding of Google as an active agent in contemporary knowledge formation process, this study investigated consistency between the cognitive apparatus involved in learning process and search engine operation. Its development was initiated by a literature review, that showed relevance concept associated to popularity, along with individuals confidence in Google s systemic ordering as factors responsible for high similarity and low diversity of the results. Afterwards, evidences in literature showed that learning processes are amplified by access to diverse content, able to stimulate a larger number of connections to prior knowledge. By the inconsistencies between theoretical observations, it was decided to carry out practical experiments. In them, Google s functioning was manipulated by extending search results divergence and by evaluating impacts in the learning process. After analyzing collected data, it was found that individuals were benefited from an exposure to a broader information sample, getting better rates on assessments related to underrepresented contents in results, as well for the widely broadcast contents. Besides the knowledge acquisition improvement, users were also able to experience a more representative informational scenario, in which the bias for predominant contents has been softened.