transcomplex studies around education: didactic, curriculum and diagnostic

Abstract

One of the tools that all teachers use in the day-to-day educational work is the curriculum and all that it implies. However, many of the parts that make up the foundations of education have been stuck in traditionality and do not open to new fronts of knowledge and new situations, that is why, in this article, we want to show the transcomplex studies carried out in around educational tools, such as didactics, the curriculum and educational diagnosis and to cite, for this, the various authors in charge of such studies. Likewise, it is wanted to show that traditional activities, involved in the educational process, can also be studied and applied from transcomplexity, which allows teachers to have a more complete and formative teaching-learning process from the student's experience and from his understanding of the environment and environment that surrounds him, what has been called, for some years, critical experiences. These critical experiences are part of the students' social being and go on to describe the moments and episodes that have enormous consequences for their change and personal development. Undoubtedly, they are issues that require constancy and continuous updates so as not to leave education stuck in traditionality.