Subjective Mobilization of Teaching Work, the Impacts Generated by the Covid-19 Pandemic: A Psychodynamic Approach

Objective: The general objective of this study is to understand how higher education teachers in the city of Porangatu (GO) experienced defensive and coping strategies during the COVID-19 pandemic, based on the Psychodynamics of Work approach.   Theoretical Framework: The theoretical scope of this work is supported by the assumptions of Psychodynamics of Work, especially by the concepts of suffering, pleasure and subjective mobilization, based on Dejours (1992; 1994; 1999). In addition to contributions from Freitas (2013), Mendes (1999) and Brant and Minayo-Gomez (2004) on mental health, work organization and defensive strategies in the teaching work environment.   Methods: The research is qualitative in nature and is based on the Stricto Sensu methodology of Psychodynamics of Work. Data collection was carried out through questions sent to teachers at a public university with a response rate of 55%. The analyses included the categorization of experiences of pleasure and suffering, as well as the development and use of coping strategies adopted by teachers during the pandemic period in which teaching was remote.   Results and Discussion: In this study, the main results indicated that, although remote teaching generated positive experiences such as the use of new technologies, reduced commuting time and the freedom to work from home, feelings of suffering prevailed, which are linked to several factors, such as: work overload, lack of face-to-face contact with students and colleagues, various technical difficulties due to not knowing how to use technologies, in addition to the worsening of stress and anguish. Strategies such as practicing physical activities and using entertainment platforms were reported as a way of coping with the psychological suffering generated at these times.   Research Implications: The results of this research highlight the need to create institutional policies aimed at recognizing and valuing the mental health of the teachers interviewed who lived in remote teaching contexts during the pandemic and post-pandemic of Covid-19. It also reinforces the importance of having an organizational listening space as a tool for preventing chronic suffering at work.   Originality/Value: The relevant contribution of this research is the integration of the methodology of work psychodynamics into the analysis of teaching in contexts of health crisis, with emphasis on subjective mobilization as a central category for understanding the impacts of the pandemic on the mental health of higher education teachers in the city of Porangatu.