Proyectos de intervención educativa: orientaciones metodológicas para la fase del diagnósticoThis theoretical article addresses a persistent lack of methodological coherence in the field of intervention within educational organizations, particularly the methodological leaps that frequently occur between the diagnosis phase and the action plan. It is argued that diagnostic processes require greater systematization, grounded in analytical reasoning that enables the development of a logical sequence from results (understood as a set of data), to the identification of findings (the interpretation of data), and from there to the definition of needs, conceived as the measurable gap between what is and what should be. The article offers methodological guidelines for the development of diagnoses in educational organizations, without seeking to generalize them to other intervention approaches rooted in socio-educational and psycho-educational perspectives.
Keywords:
educational needs; educational intervention; methodology; strategic planning; rationalization