Relevance of the integral educational diagnosis in the cuban prison context

Abstract

The educational diagnosis applied to the students, in the penitentiary institutions that the "Nelson Mandela" school attends within the educational subsystem for youth and adults (EDJA), since it is not contextualized, does not have a comprehensive projection, does not comply with the procedures and techniques of diagnosis, makes ineffective the transforming nature of the quality of the teaching-learning process. With the aim of solving this problem, an integral educational diagnostic instrument was developed as a bioethical intervention proposal applied to the prison context, which executes a biopsychosocial-pedagogical exploration of the subject, which allows us to access the cognitive affective activity that They ensure the educational pillars, in order to maximize the quality of the teaching-learning process aimed at changing the modes of action of the inmates with the strategic humanist purpose that supposes the adequate reintegration into society.