Vivências de professoras universitárias do ensino privado durante a pandemia de Covid-19: “águas passadas”?

• Ano de defesa: 2024
• Autor(a) principal: Mendes, Cyntia Paixão
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Psicologia
• Palavras-chave em Português: Professoras universitárias; Saúde mental; Ensino remoto; Covid -19; Pesquisa qualitativa; Female University Professors; Mental Health; Remote Teaching; Qualitative Research; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO TRABALHO E ORGANIZACIONAL; ODS::ODS 5. Igualdade de gênero - Alcançar a igualdade de gênero e empoderar todas as mulheres e meninas.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/45022; http://doi.org/10.14393/ufu.di.2024.777

This study aimed to understand the experiences of female professors at a private university during the COVID-19 pandemic, particularly regarding remote teaching and its potential impacts on mental health. Additionally, it sought to identify strategies employed to manage these impacts. This is a qualitative study involving 15 professors from various undergraduate programs at a private university, selected due to the researcher’s accessibility to the institution. The saturation criterion was applied to determine the cessation of participant recruitment. Data collection was carried out through individual semi-structured interviews conducted via video calls on a virtual platform, audio-recorded, and guided by a script composed of ten questions. The data collection period extended from July to August 2024, marking a retrospective approach that may be considered a methodological distinction. The interview transcripts formed the corpus of this study and were subjected to content analysis. A total of nine categories emerged: (a) Health-Disease-Work Relationship; (b) Precarization and Intensification of Work Demands; (c) Institutional Support; (d) Current Feelings; (e) Identity and Work Belonging; (f) Coping Strategies During the COVID-19 Pandemic; (g) Reframing Suffering; and (h) The Use of Technology and Its Relationship with Work. Overall, the results indicate that the participants’ experiences as university professors during the pandemic elicited, on one hand, a sense of adversity due to the challenges faced. On the other hand, they also fostered a sense of fulfillment through the solutions they devised to manage these difficulties, such as seeking family support, creating peer support networks, and redefining work as a space for learning and innovation. These aspects appear to influence how they currently approach their teaching roles. In conclusion, institutional policies aimed at promoting the well-being of female university professors are necessary to foster a healthier educational environment.