Vivências e subjetividades do trabalho docente universitário durante a pandemia de COVID-19

Abstract

This dissertation aimed to analyze the experiences and subjectivities of teaching work in higher education during the pandemic scenario and, as specific objectives, evaluate the impacts of the Covid-19 pandemic on the work of teachers, investigate how teachers are carrying out their work remotely, verify teaching practices and digital technological resources used by teachers. As a qualitative approach methodology, five semi-structured interviews were carried out remotely with higher education teachers in Brazil, of both sexes. The interviews were recorded and later subjected to content analysis. The theoretical framework that guides this research is from the field of Science, Technology and Society (CTS) in integration with contributions from Historical-Cultural Psychology. The importance of analyzing the subjective experiences of teachers during the Covid-19 pandemic is to understand the effects of the experiences on the work of higher education teachers. The work of higher education during the pandemic scenario was problematized through the perspective of teachers and their subjective experiences. We conclude that the working conditions of universities, given the virtuality of education in the context of the Covid-19 pandemic, have undergone changes, such as quickly adapting to the format of new technologies and finding assertive ways to engage students in virtual classes. Adapt in a short period of time, especially in terms of handling new virtual platforms and how to understand and keep students focused on their studies. As a consequence of this change, the use of technologies in teaching environments has intensified. The sense of urgency that gripped the educational field during the pandemic translated into the imperative of ‘remote teaching’ (emergency), causing important changes in teaching work and future expectations for education. Faculty had to find ways to engage students virtually while maintaining interest and active participation. Professors felt that they were working harder than normal, at the same time that they needed to learn a whole range of new resources, as a significant number did not traditionally use such resources. Teacher training must constitute a process in which they reveal or present their questions related to the educational process, their needs, shortcomings and deficiencies, their doubts in the teaching-learning process that allow them to reflect on their own learning, on their own action and restructure pedagogical practice.