<![CDATA[This article analyzes the processes of methodological transposition carried out by students of the Master's in Basic Education (MEB) at the National Pedagogical University (UPN) Unit 141. The main objective is to examine the construction of operational activities within pedagogical intervention proposals based on the emerging categories from the educational diagnosis. Using a qualitative approach, a content analysis was applied to the diagnostic and intervention-proposal sections of eight ongoing projects developed by the master's students, coded with Atlas.ti into twenty-five categories and more than three thousand codes. The discussion centers on the recurring tension between diagnostic theory and the pragmatism of action. The theoretical framework is based on Ezequiel Ander-Egg's methodological proposal, highlighting the need to ensure strict internal consistency to prevent 'isolated activism' and to guarantee the technical feasibility of school transformation. Findings show that most projects reproduce the diagnostic categories consistently and combine explanatory theories with Ander-Egg's planning scaffolding; however, the transition toward the evaluative phase remains the weakest link, since a large proportion of the proposed activities lack clearly observable achievement indicators. The article proposes a set of guiding matrices to strengthen the causal alignment between diagnosis, activity design, and evaluation. It is presented as a guide to direct educators in their action-research processes and to support the design of more consistent intervention projects within professionalizing postgraduate programs for in-service teachers.]]>
