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.

Gambacorti Passerini, M., Ferrante, A. (2021). Educating in Time of Global Pandemic: Pedagogical Consultancy as a Response to Educational Distress. In The Organizing Committee the 2nd International Conference of the Journal Scuola Democratica (a cura di), Proceedings of the 2nd International Conference of the Journal Scuola Democratica "Reinventing Education", VOL. 2, Learning with New Technologies, Equality and Inclusion (pp. 407-418). Roma : Associazione “Per Scuola Democratica”.

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

Gambacorti Passerini, MB
;
Ferrante, A
2021

Abstract

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.
Capitolo o saggio
Pedagogical consultancy, Distress, School, Educational services, Inclusion
English
Proceedings of the 2nd International Conference of the Journal Scuola Democratica "Reinventing Education", VOL. 2, Learning with New Technologies, Equality and Inclusion
The Organizing Committee the 2nd International Conference of the Journal Scuola Democratica
nov-2021
2021
978-88-944888-8-3
2
Associazione “Per Scuola Democratica”
407
418
Gambacorti Passerini, M., Ferrante, A. (2021). Educating in Time of Global Pandemic: Pedagogical Consultancy as a Response to Educational Distress. In The Organizing Committee the 2nd International Conference of the Journal Scuola Democratica (a cura di), Proceedings of the 2nd International Conference of the Journal Scuola Democratica "Reinventing Education", VOL. 2, Learning with New Technologies, Equality and Inclusion (pp. 407-418). Roma : Associazione “Per Scuola Democratica”.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/337207
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