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The dynamics of teaching-learning and evaluation in the subject of applied biochemistry from the perspective of meaningful learning, allows the rupture and combination of the positivist paradigm with the post-positivist, in the university as the governing body of knowledge and trainer in the hard sciences, transcending the curricular mesh of areas of knowledge that cry out for changes adapted to current times, to globalisation, to the access that technology provides, leaving the kidnapping and academic castration, forming competent professionals, critical of their own training, active and not passive of the knowledge of others, ceasing to repeat what the teacher indicates, now moving to a leading role where under the guidelines of the facilitator is able to build their own knowledge, making it of interest for their life and significant in their career as in this case dentistry, hoping that this writing will be of interest to teachers facilitators of knowledge and students in their role of appropriation of knowledge and knowledge for their academic and professional life.