Teletrabalho compulsório: reorganização e desorganização do trabalho docente

Abstract

This article presents the results of a research conducted in a Brazilian public institution, involving professors who work in Higher Education, in the Business Administration course, with the objective of analyzing the reorganization and disorganization of work resulting from compulsory teleworking. To this end, the method is close to the proposal of Concrete Critical Ontology and Epistemology, based on a qualitative, analytical approach, covering the period from 2020 to 2022. Data were collected through consultation of institutional documents and interviews semi-structured. The study included the participation of nine teachers. Data analysis is conducted based on content analysis. The research reveals changes in teaching work during the pandemic, including technological adaptations, changes in routines, extension of working hours and intensification of work, and lack of institutional support. Contradictions arise between advantages and challenges perceived by teachers. Such elements resulted in accumulated pressures that led to physical and emotional exhaustion for these professionals. It is concluded that teleworking brought both the necessary reorganization for the continuity of teaching and disorganization by profoundly modifying the traditional dynamics of teaching and learning.