COVID-19, Changes in educational practices and the perception of stress by university educators in Latin America – a post-pandemic analysis

  1. Frango-Silveira, Ismar 1
  2. Mendes-de-Araújo, Renata 2
  3. Farinazzo-Martins, Valéria 2
  4. Eliseo, Maria Amélia 2
  5. Albuquerque-de-la-Higuera-Amato, Cibelle 2
  6. Casali, Ana 3
  7. Torres, Diego 4
  8. Costas-Jauregui, Vladimir 5
  9. Collazos, César 6
  10. Muñoz, Darwin 7
  11. de la Rosa-Feliz, Cinthia 7
  12. Villaba-Condori, Klinge Orlando 8
  13. Ibarra, Manuel 9
  14. Rodés-Paragarino, Virginia 10
  15. Motz, Regina 10
  16. Viola de Ambrosis, Maria 10
  17. Silva-Sprock, Antonio 11
  1. 1 Mackenzie Presbyterian University / Cruzeiro do Sul University, São Paulo, Brazil
  2. 2 Universidade Presbiteriana Mackenzie
    info

    Universidade Presbiteriana Mackenzie

    São Paulo, Brasil

    ROR https://ror.org/006nc8n95

  3. 3 Universidad Nacional de Rosario
    info

    Universidad Nacional de Rosario

    Rosario, Argentina

    ROR https://ror.org/02tphfq59

  4. 4 Universidad Nacional de La Plata
    info

    Universidad Nacional de La Plata

    La Plata, Argentina

    ROR https://ror.org/01tjs6929

  5. 5 Higher University of San Simón
  6. 6 Universidad del Cauca
    info

    Universidad del Cauca

    Popayán, Colombia

    ROR https://ror.org/04fybn584

  7. 7 Universidad Federico Henríquez y Carvajal
    info

    Universidad Federico Henríquez y Carvajal

    Santo Domingo, República Dominicana

    ROR https://ror.org/0250t7374

  8. 8 Continental University
  9. 9 Micaela Bastidas National University of Apurímac
  10. 10 Universidad de la República
    info

    Universidad de la República

    Montevideo, Uruguay

    ROR https://ror.org/030bbe882

  11. 11 Universidad Central de Venezuela
    info

    Universidad Central de Venezuela

    Caracas, Venezuela

    ROR https://ror.org/05kacnm89

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Revista:
Education in the knowledge society (EKS)

ISSN: 2444-8729,  1138-9737

Año de publicación: 2023

Número: 24

Tipo: Artículo

DOI: 10.14201/EKS.28777 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Education in the knowledge society (EKS)

Resumen

La pandemia de la COVID-19 provocó profundos cambios en los contextos sociales y profesionales. Se cerraron escuelas y universidades de todo el mundo para frenar el contagio. Muchos educadores se vieron obligados a reinventar sus clases en un modo no presencial, mediado por la tecnología en un corto período de tiempo. Este escenario de exceso de trabajo puede llevar a los educadores al estrés, favoreciendo el malestar, la ansiedad y la depresión por las incertidumbres derivadas de la pandemia y la búsqueda de nuevos conocimientos adquiridos. Este artículo muestra los resultados de una investigación realizada con educadores universitarios en América Latina que han venido ejerciendo la actividad docente durante el aislamiento social impuesto por la COVID-19. Los resultados muestran que, con una sola excepción, los educadores de todos los países informaron sufrir algunos aspectos relacionados con el estrés en relación con alguna forma de enseñanza a distancia. Las mujeres percibieron una mayor carga de trabajo, lo que generó desigualdades de género amplificadas durante las pandemias. No existe una relación clara entre el grado de experiencia tecnológica y los factores de estrés, aunque, en general, los educadores emplean más tiempo para preparar material de aprendizaje y monitorear el progreso de los estudiantes. La infraestructura tecnológica no era una gran preocupación para los educadores en las grandes ciudades, pero se informaron algunos problemas fundamentales de infraestructura debido a la realidad económica de cada país o las condiciones geográficas.

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Fuente de los datos: Dialnet