Educating in Time of Global Pandemic: Pedagogical Consultancy as a Response to Educational Distress

This contribution intends to focus on the educational and transformative value of pedagogical consultancy in situations of educational and social distress in time of global pandemic. We will illustrate the theoretical, epistemological, methodological assumptions of an approach to pedagogical consultancy that uses phenomenological and sociomaterial theories to support educational professionals in a process of understanding and transforming distress. Based on these premises, our hypothesis is that consultancy should be conceived as an educational ac-tivity for teachers and educators. This means that the counselor must build a learning setting that makes it possible for educational professionals to explore their daily practices and learn from their experience, increasing knowledge of the different factors (subjective, social, rela-tional, organizational, cultural and material), which produce habits, attitudes, speeches, edu-cational actions. From this point of view, consultancy is not only an educational process, but it is also a research practice. The consultant’s task is not to transmit notions, nor to offer “recipes”, but to build the conditions for the group to assume an attitude of research, in or-der to promote reflection on the educational experience and distress.