<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982024000100267</article-id>
<article-id pub-id-type="doi">10.1590/0102-469835866</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A DOR NOS TEMPOS DA COVID-19: TRANSTORNO DE ADAPTAÇÃO NOS PROFESSORES DO ENSINO SUPERIOR BRASILEIRO]]></article-title>
<article-title xml:lang="es"><![CDATA[DOLOR EN LOS TIEMPOS DEL COVID-19: TRASTORNO DE ADAPTACIÓN EN LOS PROFESORES DE LA EDUCACIÓN SUPERIOR BRASILEÑA]]></article-title>
<article-title xml:lang="en"><![CDATA[PAIN IN TIMES OF COVID-19: ADJUSTMENT DISORDER IN BRAZILIAN HIGHER EDUCATION PROFESSORS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NASCIMENTO]]></surname>
<given-names><![CDATA[EDUARDO MENDES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CORNACCHIONE]]></surname>
<given-names><![CDATA[EDGARD]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GARCIA]]></surname>
<given-names><![CDATA[MARCIA CARVALHO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Uberlândia (UFU)  ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo (USP)  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>40</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982024000100267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982024000100267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982024000100267&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Neste trabalho, são apresentados resultados de uma pesquisa longitudinal, orientada pelo objetivo de identificar como ocorreu a adaptação dos professores e seus níveis de estresse e ansiedade durante a pandemia da COVID-19. Assim, realizou-se um estudo transversal, exploratório, de campo, com abordagem quantitativa e qualitativa, em que foram utilizados três instrumentos: IADQ, para identificar o Transtorno de Adaptação; IDATE, para medir o nível de Ansiedade-Estado; e o TSI, medindo o estresse docente, além de questões sociobiográficas. Os dados coletados foram analisados por meio de estatística descritiva e regressão logística. Foi incluída, ainda, uma questão aberta, permitindo que os professores se expressassem livremente sobre seus sentimentos. Esses depoimentos foram analisados por nuvem de palavras, sendo que seis desses depoimentos resultaram na composição de um vídeo: https://youtu.be/N6q7iz09WWk. Assim, 129 professores foram acompanhados por um ano, durante a pandemia, de modo a se obter os dados, e tornando possível perceber que, aproximadamente, três em cada quatro professores da amostra passaram pelo transtorno de ajustamento durante o período de coleta, e um em cada dois apresentaram nível de ansiedade-estado alto. Nesse sentido, verificaram-se os seguintes fatores associados à probabilidade de não estarem adaptados à pandemia: ser mulher, estar casado, e a forma negativa com que percebem o cotidiano após tantas restrições e riscos. Entretanto, foram verificados fatores que puderam contribuir com o ajustamento dos professores, como: tempo de docência, percepção positiva sobre o estado de saúde física, e não utilização de substâncias, como álcool, cigarro, medicamentos e outras. Desse modo, verificou-se a vulnerabilidade psicossocial dos professores durante o período de pandemia, tornando inequívoca a necessidade de desenvolvimento de políticas públicas e privadas que contribuam com o ajustamento dessas pessoas, principalmente pensando na repercussão negativa que essa situação pode ter, inclusive, ao longo dos anos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este artículo presenta los resultados de una investigación longitudinal que tuvo como objetivo identificar la adaptación de los docentes y sus niveles de estrés y ansiedad durante la pandemia del COVID-19. Así, 129 profesores fueron asistidos durante un año durante la pandemia para obtener los datos. Fue posible notar que aproximadamente 3 de cada 4 maestros en la muestra experimentaron un trastorno de adaptación durante el período de recolección de datos y 1 de cada 2 maestros tuvo un alto nivel de ansiedad estado. En este sentido, se encontraron los siguientes factores asociados a la probabilidad de no estar adaptados a la pandemia: ser mujer, estar casada y la forma negativa que perciben su vida cotidiana tras tantas restricciones y riesgos. Sin embargo, otros factores podrían contribuir al ajuste de los docentes: el tiempo de docencia, la percepción positiva sobre el estado de salud física y no usar sustancias como alcohol, cigarrillos, medicamentos y otros. Por lo tanto, se verificó la vulnerabilidad psicosocial de los profesores durante el período de pandemia, lo que hace inequívoca la necesidad de desarrollar políticas públicas y privadas que contribuyan al ajuste de estas personas, especialmente considerando las repercusiones negativas que esta situación puede tener, incluso, a lo largo de los años.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This paper presents the results of longitudinal research to identify professors&#8217; adaptation and stress and anxiety levels during the COVID-19 pandemic. We conducted cross-sectional, exploratory, quantitative, and qualitative fieldwork. We used three instruments (the International Adjustment Disorder Questionnaire to identify the adjustment disorder, the State-Trait Anxiety Inventory to measure the anxiety state, and the Teacher Stress Inventory to measure professors&#8217; stress) and socio-biographical questions. We analyzed the data through descriptive statistics and logistic regression. We also included an open question for professors to express their feelings openly. We analyzed these testimonies through word clouds, and six were transformed into a video: https://youtu.be/N6q7iz09WWk. To obtain the data, we followed 129 professors for one year during the pandemic. We found that approximately 3 out of 4 professors in the sample experienced adjustment disorder during the data collection period, and 1 out of 2 professors had a high level of state anxiety. The following factors were associated with the probability of not being adapted to the pandemic: being a woman, being married, and having a negative perception of their daily lives after so many restrictions and risks. However, other factors could contribute to professors&#8217; adjustment: years of teaching, a positive perception of their physical health, and the non-use of substances such as alcohol, cigarettes, medication, and others. Therefore, we identified the psychosocial vulnerability of professors during the pandemic. Consequently, we highlight the need to develop public and private policies to unequivocally contribute to these individuals&#8217; adjustment, especially considering the negative repercussions this situation can have over the years.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Transtorno de Adaptação]]></kwd>
<kwd lng="pt"><![CDATA[Estresse]]></kwd>
<kwd lng="pt"><![CDATA[Ansiedade]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="es"><![CDATA[Trastorno de Adaptación]]></kwd>
<kwd lng="es"><![CDATA[Estrés]]></kwd>
<kwd lng="es"><![CDATA[Ansiedad]]></kwd>
<kwd lng="es"><![CDATA[Pandemia]]></kwd>
<kwd lng="es"><![CDATA[Profesores]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="en"><![CDATA[Adjustment disorder]]></kwd>
<kwd lng="en"><![CDATA[Stress]]></kwd>
<kwd lng="en"><![CDATA[Anxiety]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[Professors]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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