Teletrabajo forzado : Un estudio exploratorio acerca de los cambios producidos en el proceso y la organización del trabajo de los y las docentes de un colegio secundario privado de la localidad de Florencio Varela, y su vinculación con factores de riesgos psicosociales (2020-2021)
Fecha
2025-03-12
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Universidad Nacional Arturo Jauretche. Instituto de Ciencias Sociales y Administración
Resumen
Durante los primeros meses del año 2020, la aparición del denominado COVID-19 alcanzó un grado de expansión tan significativo que se tradujo en un cambio rotundo en los distintos ámbitos laborales. Al analizar el sector educativo argentino, podemos decir que tanto estudiantes como docentes se vieron directamente afectados por las repercusiones de la pandemia en su vida cotidiana.
La política de continuidad pedagógica sustentada en el uso de TICs (Tecnologías de la Información y la Comunicación) alteró de manera inesperada los modos en que autoridades, docentes, estudiantes y familias recreaban la escuela cotidianamente. Tal política se tradujo en la implementación de varios cambios en lo que se refiere a las estrategias de enseñanza-aprendizaje. A su vez, el “teletrabajo forzado”, como lo definen Meo y Dabenigno (2020), puso en evidencia distintas problemáticas para tal transición: la falta de cualificación de muchos docentes ante el uso obligado de TICs; tener que trabajar desde sus hogares, lo cual significó que cada uno de estos profesionales de la educación deba realizarlo con sus propios recursos tecnológicos, en tiempos y espacios ajenos a lo escolar; la percepción de la ampliación de la jornada laboral; el cambio de métodos y metodologías, la responsabilidad por lograr resultados de aprendizaje y la yuxtaposición con tareas domésticas y de cuidados, entre otras (Galvis et al., 2021).
La docencia es una profesión caracterizada por una alta carga de tensión física, mental y emocional, en situación de normalidad académica. En este sentido, la pandemia probablemente no hizo más que profundizar una problemática que debe estar en la mirada permanente de los investigadores, legisladores y administradores de la educación (Gutiérrez et al., 2021). Por lo mismo, l a importancia de este tipo de investigaciones, referidas a la aparición de riesgos psicosociales asociados al “teletrabajo forzado” instaurado a partir del contexto de pandemia, no solo radica en la detección de problemas serios en la salud psíquica y física de los docentes, sino que contribuyen en la detección de problemas futuros, desencadenados por esta situación que se pueden convertir en patologías instauradas, afecciones de tipo emocional y mental que requieren de trabajo continuo para restaurar el bienestar docente.
En este sentido, desde la perspectiva de los estudios sobre Condiciones y Medio Ambiente de Trabajo, la presente investigación es un estudio exploratorio que busca indagar acerca de los cambios que se produjeron tanto en el proceso como en la organización del trabajo de los docentes de un colegio secundario privado de la localidad de Florencio Varela, durante el año 2020 y los primeros meses del 2021. A su vez, buscaremos identificar los riesgos psicosociales vinculados a la transformación del trabajo en relación a las exigencias emocionales, el tiempo e intensidad del trabajo, el grado de autonomía en las tareas y las relaciones sociales del puesto.
Mediante el desarrollo de entrevistas semiestructuradas con docentes se busca conocer su mirada, percepciones e interpretaciones acerca de la experiencia desarrollando su labor durante el contexto de pandemia.
During the first months of 2020, the emergence of the so-called COVID-19 reached such a significant level of expansion that it led to a profound change in various areas of work. Focusing on the Argentine educational sector, it can be said that both students and teachers were directly affected by the repercussions of the pandemic on their daily lives. The policy of pedagogical continuity, based on the use of ICT (Information and Communication Technologies), unexpectedly altered the ways in which authorities, teachers, students, and families engaged with the school on a daily basis. This policy resulted in the implementation of several changes regarding teaching-learning strategies. In addition, the "forced telework," as defined by Meo and Dabenigno (2020), highlighted various challenges during this transition: the lack of qualification among many teachers in the forced use of ICTs; the need to work from home, which meant that each of these education professionals had to do so with their own technological resources, in times and spaces outside of the school environment; the perception of an extended workday; changes in methods and methodologies; the responsibility for achieving learning outcomes; and the overlapping of domestic tasks and caregiving responsibilities, among others (Galvis et al., 2021). Teaching is a profession characterized by a high physical, mental, and emotional workload, even under normal academic conditions. In this sense, the pandemic likely only exacerbated a problem that should be a constant focus for researchers, legislators, and education administrators (Gutiérrez et al., 2021). Therefore, the importance of research like this, which addresses the emergence of psychosocial risks associated with the "forced telework" established during the pandemic context, lies not only in detecting serious issues related to the mental and physical health of teachers, but also in identifying potential future problems triggered by this situation. These could evolve into established pathologies, emotional and mental conditions that require continuous efforts to restore teachers' well-being. From the perspective of studies on Work Conditions and Environment, this paper presents an exploratory study aimed at investigating the changes that occurred in both the process and the organization of work for teachers at a private high school in the town of Florencio Varela, during 2020 and the early months of 2021. Additionally, we aim to identify psychosocial risks related to the transformation of work in terms of emotional demands, work time and intensity, autonomy in tasks, and the social relationships within the role. Through semi-structured interviews with teachers, we will seek to understand their views, perceptions, and interpretations of their experiences while working during the pandemic context.
During the first months of 2020, the emergence of the so-called COVID-19 reached such a significant level of expansion that it led to a profound change in various areas of work. Focusing on the Argentine educational sector, it can be said that both students and teachers were directly affected by the repercussions of the pandemic on their daily lives. The policy of pedagogical continuity, based on the use of ICT (Information and Communication Technologies), unexpectedly altered the ways in which authorities, teachers, students, and families engaged with the school on a daily basis. This policy resulted in the implementation of several changes regarding teaching-learning strategies. In addition, the "forced telework," as defined by Meo and Dabenigno (2020), highlighted various challenges during this transition: the lack of qualification among many teachers in the forced use of ICTs; the need to work from home, which meant that each of these education professionals had to do so with their own technological resources, in times and spaces outside of the school environment; the perception of an extended workday; changes in methods and methodologies; the responsibility for achieving learning outcomes; and the overlapping of domestic tasks and caregiving responsibilities, among others (Galvis et al., 2021). Teaching is a profession characterized by a high physical, mental, and emotional workload, even under normal academic conditions. In this sense, the pandemic likely only exacerbated a problem that should be a constant focus for researchers, legislators, and education administrators (Gutiérrez et al., 2021). Therefore, the importance of research like this, which addresses the emergence of psychosocial risks associated with the "forced telework" established during the pandemic context, lies not only in detecting serious issues related to the mental and physical health of teachers, but also in identifying potential future problems triggered by this situation. These could evolve into established pathologies, emotional and mental conditions that require continuous efforts to restore teachers' well-being. From the perspective of studies on Work Conditions and Environment, this paper presents an exploratory study aimed at investigating the changes that occurred in both the process and the organization of work for teachers at a private high school in the town of Florencio Varela, during 2020 and the early months of 2021. Additionally, we aim to identify psychosocial risks related to the transformation of work in terms of emotional demands, work time and intensity, autonomy in tasks, and the social relationships within the role. Through semi-structured interviews with teachers, we will seek to understand their views, perceptions, and interpretations of their experiences while working during the pandemic context.
Descripción
Palabras clave
Teletrabajo, Riesgos psicosociales, Docentes, Pandemia Covid19, Telework, Psychosocial Risks, Teachers, Covid-19 pandemic
Citación
Veliz, F. A. (2025). Teletrabajo forzado: Un estudio exploratorio acerca de los cambios producidos en el proceso y la organización del trabajo de los y las docentes de un colegio secundario privado de la localidad de Florencio Varela, y su vinculación con factores de riesgos psicosociales (2020-2021) [Trabajo final de grado, Universidad Nacional Arturo Jauretche]. https://rid.unaj.edu.ar/handle/123456789/3319