Concepción del diagnóstico: ¿por qué y para qué desde posiciones de la didáctica desarrolladora?

Resumo

The  article  summarizes  some  of  the  results  of a theoretical   research,   relating   to   the conception  of  the diagnosis from  the  Cuban developer teaching positions, raised in the last 20 years of the 20th century, which originated from   research   in   the   field   of   Pedagogy, Psychology,    Sociology    and    Philosophy    of Materialistic  bases-dialectics,  from  Cultural Historical   Approach.   The problem of   the research  focused  on  revealing  the  treatment given  in  develop per  teaching  to  the evaluation and diagnostic function. So that its object was the  diagnostic  psycho-pedagogical, aiming  to demonstrate  this  approach,  how  is  treated by   the   consulted   authors   the differential-integral of  the  activity  of  the  students.  The methodology used    included    methods    of theoretical  character,  including  analysis  and synthesis,  the  inductivo-deductivo  method, the  rise  of  the  abstract  to  the  concrete,  the theoretical comparison and theoretical modeling.  The result of  the  research  focuses on  having  achieved  the  systematization  of  the conception  of  the  diagnosis  as  part  of  all  the learning  process  in  educational  institutions, including  the  knowledge,  skills,  values  and attitudes from the researched position, as well as  also  identified  the  principles  that  were  set out to achieve it at that time.