Ensino remoto e saúde mental de professores universitários na pandemia da Covid-19: uma revisão integrativa.

Abstract

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.