SILVA, R. Z.; http://lattes.cnpq.br/9385706686566809; SILVA, Roseane Zumba da.
Resumo:
With Covid-19 pandemic, education sector suffered from the abrupt shift from face-to-face to
emergency remote learning, the implementation of which was not been provided by proper prior
training and appropriate financial and technological resources; Under the uncertainties
coronavirus news, remote work caused damage to the mental health of this professional
category. In this direction, the present study aimed to raise the scientific knowledge produced
on emergency remote teaching (ERE) and mental health of university professors during the
Covid-19 pandemic. Specifically, we sought to (i) characterize the found articles, in order to
raise the basic publications characteristics (year of publication, qualis, language, country of
origin, objectives and methodological designs); (ii) highlight the main relationships of remote
teaching in the pandemic with the university professors mental health and; (iii) to know, through
a lexical analysis, the main thematic trends of the researches found. To this end, an integrative
review was carried out from the Capes Periodicals Portal and through the descriptors "university
professors", "remote teaching", "pandemic", "covid-19", "online classes", "mental health",
"education", "university education", "higher education" interspersed by the Boolean operator
"AND". The initial search returned 611 documents; With the application of the inclusion and
exclusion criteria, 34 articles were selected for the review. In general, the United States and
China were projected with the highest percentage of studies; In addition, 2021 stood out as the
year with the highest documents concentration (73.5%), which presented, in their majority,
qualitative approach texts published in English language in well-qualified journals. The focus
of the manuscripts was on how the Covid-19 pandemic has affected the mental health of
university professors, which has unfolded emphases on the changes brought about by the
pandemic and the provision of remote learning – its advantages and disadvantages – both in
pedagogical practice and in the overall health of teachers. In addition to this panorama, topics
such as challenges, possibilities and adaptation to ERE, in addition to risk factors, health
prevention strategies were also highlighted as research interests. In a complementary way, the
analysis of the textual corpus made possible by the Iramuteq software revealed similar thematic
trends, which were highlighted in the following six classes: (1) "Research data on teacher
adaptation to emergency remote teaching"; (2) "Challenges from emergency teaching to
pedagogical practice"; (3) "Institutional pressure and teacher yearning in the face of the
provision of remote teaching"; (4) "Between supports and obstacles: the transition to emergency
education"; (5) "Repercussions of the pandemic and remote learning on teachers' mental
health"; (6) "Teachers' self-assessment of productivity in remote work". In view of the invasion
of work into the teachers home space during the pandemic, new research is suggested in order
to contemplate the relationship of the theme with other subjects, such as gender, motherhood,
support network or socio-family support, in addition to procrastination and burnout syndrome.
Despite the losses caused by the pandemic and the challenges in the transition to the new
teaching format possible at that time, it is confident that there are gains related to the
appropriation of new resources and technologies of remote learning, which can be applied –
perhaps as active methodologies, for example, through the inverted classroom – in face-to-face
teaching post-pandemic. In addition, it is expected that interest in the topic of teachers' mental
health will persist in the post-pandemic period and that it will also reach other groups in the
field of education, such as students and/or teachers of basic education levels and different
education networks.