RBEC
Tocantinópolis/Brasil
v. 7
e14225
10.20873/uft.rbec.e14225
2022
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
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Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
LETTER / CARTA AO EDITOR
DOI: http://dx.doi.org/10.20873/uft.rbec.e14225
Being a professor and researcher during the COVID-19
pandemic
Deyla Paula de Oliveira1, Gustavo Cunha de Araújo2
1 Universidade Federal de Alfenas - UNIFAL. Instituto de Ciências Humanas e Letras (ICHL). Rua Gabriel Monteiro da Silva,
700, Centro. Alfenas - MG. Brasil. 2 Universidade Federal do Tocantins - UFT/Universidade Federal do Norte do Tocantins -
UFNT.
Author for correspondence: deylaoliver@gmail.com
ABSTRACT. Following the outbreak of COVID-19 and the
need to follow health protocols based on the World Health
Organization (WHO) guidelines, most teachers and researchers
started conducting teaching and research activities at their
“home office”. Meanwhile, these professionals began to develop
their activities in an often-improvised workspace - many of them
have also been caring for their children and doing household
chores. We have even observed a decline in student performance
with remote teaching, as class duration reduced and students
lacked access to laboratories for practical classes. In our view, if
the Brazilian government does not invest in improving the
quality of remote education and internet access for the
population amid the ongoing pandemic, an increasing number of
teachers and researchers will develop irreversible health
problems due to the precariousness of remote teaching and
work.
Keywords: covid-19, remote learning, health problems.
Oliveira, D. P., & Araújo, G. C. (2022). Being a professor and researcher during the COVID-19 pandemic…
RBEC
Tocantinópolis/Brasil
v. 7
e14225
10.20873/uft.rbec.e14225
2022
ISSN: 2525-4863
2
Ser professor(a) e pesquisador(a) durante a pandemia da
COVID-19
RESUMO. Com a pandemia da COVID-19 e a necessidade de
seguir protocolos de saúde baseados nas diretrizes da
Organização Mundial de Saúde (OMS), a maioria dos
professores e pesquisadores começaram a conduzir suas
atividades no formato “home office”. Entretanto, esses
profissionais começaram a desenvolver as suas atividades em
um espaço de trabalho muitas vezes improvisado - muitos deles
tendo também que conciliar a vida pessoal, como cuidar de
filhos, bem como outras tarefas, como as domésticas. Além
disso, observou-se um declínio no desempenho dos estudantes
com o ensino remoto, uma vez que a duração das aulas foi
reduzida e eles não tiveram acesso a laboratórios para aulas
práticas, por exemplo. Em nossa opinião, essas novas
experiências mudaram significativamente nossas rotinas, nossa
relação com o trabalho, nossa vida profissional, pessoal e
interpessoal, e acreditamos que essas mudanças serão
irreversíveis.
Palavras-chave: covid-19, ensino remoto, problemas de saúde.
Oliveira, D. P., & Araújo, G. C. (2022). Being a professor and researcher during the COVID-19 pandemic…
RBEC
Tocantinópolis/Brasil
v. 7
e14225
10.20873/uft.rbec.e14225
2022
ISSN: 2525-4863
3
Ser profesor e investigador durante la pandemia de
COVID-19
RESUMEN. A raíz del brote de COVID-19 y de la necesidad
de seguir los protocolos sanitarios basados en las directrices de
la Organización Mundial de la Salud (OMS), la mayoría de los
profesores e investigadores han empezado a realizar sus
actividades docentes y de investigación en su "despacho".
Mientras tanto, los investigadores y profesores universitarios
han empezado a desarrollar sus actividades en un espacio de
trabajo a menudo improvisado; muchos de ellos también han
estado cuidando de sus hijos y realizando tareas domésticas.
Además, se observó un descenso en el rendimiento de los
estudiantes con la enseñanza a distancia, ya que se redujo la
duración de las clases y no tuvieron acceso a la mayoría de los
laboratorios, por ejemplo. En nuestra opinión, si el gobierno
brasileño no invierte en mejorar la calidad de la enseñanza a
distancia y el acceso a Internet de la población en medio de la
pandemia en curso, un número creciente de profesores e
investigadores desarrollará problemas de salud irreversibles
debido a la precariedad de la enseñanza y el trabajo a distancia.
Palabras clave: covid-19, educación a distancia, problemas de
salud.
Oliveira, D. P., & Araújo, G. C. (2022). Being a professor and researcher during the COVID-19 pandemic…
RBEC
Tocantinópolis/Brasil
v. 7
e14225
10.20873/uft.rbec.e14225
2022
ISSN: 2525-4863
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Introduction
Due to the COVID-19 pandemic and the need for social isolation, following the
guidelines of the World Health Organization (OPAS/OMS, 2020), and the Brazilian Ministry
of Health, teaching activities in elementary schools, and, since March 2020, teaching,
research, and extension activities in universities have been conducted remotely online.
Meanwhile, students and professors often had to develop their activities at home in an
improvised working space. The increase in work demands resulting from the many online
meetings, student guidance, synchronous and asynchronous classes, participation in
committees, reading, writing, and proofreading of scientific articles, and participation in
undergraduate, master’s, and doctoral boards, among other activities inherent to the area,
raised dilemmas and paradigms never experienced by professors. Professional and domestic
activities in certain ways mixed, and the work doubled. Moreover, time for resting and taking
care of private matters was reduced, even affecting professors’ mental health.
Teaching online classes and developing research at home
Langin (2021) investigated the challenges of being a professor, researcher, and parent
during this pandemic, not only working remotely and conducting classes but also caring for
children and performing domestic chores, and the emotional aspects of managing work,
research, and home at the same time (Langin, 2021), showing that the COVID-19 pandemic
significantly affected professors’ and researchers’ professional, personal, and emotional lives.
The pandemic’s challenges, including working and teaching remotely using a cell
phone and/or computer and other abovementioned problems, not only affected the lives of
professors and researchers during the pandemic period but will accompany and even affect
students’ lives in the long term (Gruber, Van Bavel, Lewis, Jr., & Cunningham, 2021).
More quality in remote education, fewer health problems for teaching and research
We [the authors] have also experienced a significant increase in work, which we
describe as a difficult period. The increase in work associated with the fact that we cannot
leave our houses due to the fear of contracting COVID-19 has led to tension, stress, anxiety,
and physical and emotional exhaustion. We have also reported on problems and difficulties
with Internet access, with slow or unstable connections during remote work. We have even
Oliveira, D. P., & Araújo, G. C. (2022). Being a professor and researcher during the COVID-19 pandemic…
RBEC
Tocantinópolis/Brasil
v. 7
e14225
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2022
ISSN: 2525-4863
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observed that student performance decreased after remote learning was implemented. Even
more than us (professors), students have suffered from Internet fluctuations or absence. As a
result, we had to adapt classes, shortening them, replacing content to facilitate teaching, and
adapting practical laboratory classes as it was impossible to give them face-to-face.
A benefit to working remotely was the possibility of gathering more people for online
meetings, undergraduate, master’s, and/or doctoral boards, and academic events. People were
even able to participate in scientific events led by lecturers from distant places without
needing to travel to events, which allowed us to obtain more knowledge and improve our
skills. This format brought people together and kept them connected even if they were
physically “distant” (Gruber, Van Bavel, Lewis, Jr., & Cunningham, 2021).
However, we do not know what awaits us or the effects of this pandemic period on
professors, researchers, and even student learning. However, these new experiences have
significantly changed our routines, our relationship with work, our professional, personal, and
interpersonal lives; we believe these changes will be irreversible.
References
Gruber, J., Van Bavel, J. J., Lewis, Jr. N. A., Cunningham, W. A. (2021). Why the COVID-19
pandemic could lead to overdue change in academia. Science.
https://doi.org/10.1126/science.abk3324
Langin, K. (2021). On the verge of a breakdown. Report highlights women academics’
pandemic challenges. Science. https://doi.org/10.1126/science.caredit.abh4450
Organização Pan-Americana de Saúde/Organização Mundial de Saúde – OPAS/OMS (2020).
Folha informativa COVID-19 - Escritório da OPAS e da OMS no Brasil. Retrieved from:
https://www.paho.org/bra/index.php?option=com_content&view=article&id=6101:covid19&I
temid=875
Letter Information
Received on April 06th, 2022
Accepted on April 08th, 2022
Published on April, 11th, 2022
Author Contributions: The author were responsible for the designing, delineating, analyzing and interpreting the data,
production of the manuscript, critical revision of the content and approval of the final version published.
Conflict of Interest: None reported.
Funding
No funding.
Oliveira, D. P., & Araújo, G. C. (2022). Being a professor and researcher during the COVID-19 pandemic…
RBEC
Tocantinópolis/Brasil
v. 7
e14225
10.20873/uft.rbec.e14225
2022
ISSN: 2525-4863
6
How to cite this Letter
APA
Oliveira, D. P., & Araújo, G. C. (2022). Being a professor and researcher during the COVID-19 pandemic. Rev. Bras. Educ.
Camp., 7, e14225. http://dx.doi.org/10.20873/uft.rbec.e14225
ABNT
OLIVEIRA, D. P.; ARAÚJO, G. C. Being a professor and researcher during the COVID-19 pandemic. Rev. Bras. Educ.
Camp., Tocantinópolis, v. 7, e14225, 2022. http://dx.doi.org/10.20873/uft.rbec.e14225
