Conceptualizing higher education faculty work and virtual activities during the pandemics

Abstract

In an analysis of the impact of the covid-19 pandemics on university faculty work, we focus on changes in teaching, research, outreach, and management practices and reflect on the effects of a rapid transition to remote teaching, driven by government measures and the need to maintain educational continuity during social isolation. Among the challenges identified are the adaptation to digital technologies and increased workload, affecting the balance between professional and personal life of faculty members. For this analysis, we use time, space, and presence categories in order to understand the changes in teachers’ work carried out by faculty in Brazilian higher education during this period. We thus identify that the pandemic accelerated previous trends, such as the advancement of Distance Education and the incorporation of digital technologies in the educational environment. Although these changes offer opportunities, they also present risks, such as the intensification of faculty work, privacy issues, and the commercialization of education. In light of these challenges, we advocate the need for critical and reflective training for teachers, going beyond the technical mastery of educational technologies, addressing the social, political, and ethical implications of remote teaching and technology in education, promoting an educational practice that respects the rights and dignity of educators and contributes to building a more just and egalitarian society.