This study aimed to demonstrate that the learning in the discipline of human anatomy is more significant with the use of a constructivist pedagogic methodology in relation to traditional teaching, enabling students to the effective construction of knowledge. Practical lessons in human anatomy were given for students from first semesters of the Physical Education course, Federal University of Goiás, using a constructivist methodology for the teaching of the Digestive System. The students were divided into 5 groups containing 7 students each. Each group used the class guide prepared by teachers, containing the structures to be studied, in addition to textbook and Anatomy Atlas. The data were analyzed using the Graph pad prism software (version 5.00) and submitted to testing for comparison of means (t test at 5% probability). The use of the new constructivist pedagogic methodology facilitated the learning for most students (80.65%) and 61.29% rated their learning as good. There was an increase in the time of permanence in the classroom, in the participation in practical classes and in the consultation to bibliographies recommended. About 64.51% of students felt that the practical lessons contributed to a better learning and most students (90.31%) considered their participation in the practical classes more active. In conclusion, the use of constructivist pedagogic methodology in teaching human anatomy facilitated the learning by the students involved in this work, making it more significant when compared to the traditional methodology.