In the following article, the authors approach methodological strategies from a neuro-scientific perspective to achieve significant learning, from an analysis of the distinctive features of University students, and in accordance with the investigations carried out on that topic. The mentioned strategies take into account the level of psycho-affective, cognitive, linguistic and social development of the students, as well as the context in which their evolution and formation takes place. The text also studies some principles based on the theory of the whole brain, articulated with said strategies that the docent needs to have present, as mediator and guide to