<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012025000100200</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v47i1.63268</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Dificuldades enfrentadas por docentes da educação superior brasileira com o ensino remoto emergencial em tempos de pandemia: estado do conhecimento]]></article-title>
<article-title xml:lang="es"><![CDATA[Dificultades que enfrentan los profesores de educación superior brasileños con la enseñanza remota de emergencia en tiempos de pandemia: estado del conocimiento]]></article-title>
<article-title xml:lang="en"><![CDATA[Difficulties of higher education professors with emergency remote education in the pandemic: state of knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Deimling]]></surname>
<given-names><![CDATA[Natalia Neves Macedo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reali]]></surname>
<given-names><![CDATA[Aline Maria de Medeiros Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Campo Mourão Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos São]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012025000100200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012025000100200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012025000100200&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. o objetivo deste artigo consiste na identificação e análise dos principais resultados alcançados e considerações traçadas pelos artigos publicados, entre os anos de 2020 e 2021, sobre os impactos do Ensino Remoto Emergencial para a formação e o trabalho de professores das Instituições de Ensino Superior brasileiras, com enfoque às limitações, dificuldades e desafios enfrentados pelos docentes nesse contexto. Para tanto, selecionaram-se 31 artigos disponíveis em 4 repositórios científicos. Trata-se de uma pesquisa exploratória, descritiva e analítica de abordagem qualitativa, de cunho bibliográfico e do tipo estado do conhecimento. Entre outros aspectos, observou-se que as dificuldades enfrentadas pelos professores relacionam-se à falta de formação para atuação no ensino, mediado por Tecnologias Digitais da Informação e Comunicação, aos impactos negativos do trabalho e do ensino remoto em relação à saúde mental dos sujeitos envolvidos, à sobrecarga de trabalho, ao escasso ou ausente suporte financeiro, técnico, pedagógico e psicológico por parte das instituições aos docentes para a realização do trabalho e do Ensino Remoto, à percepção de diminuição da qualidade do ensino e da aprendizagem e à ausência de políticas públicas e condições materiais que possam favorecer o pleno alcance dos objetivos de formação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN.  El propósito de este artículo es identificar y analizar los principales resultados alcanzados y las consideraciones esbozadas por los artículos publicados entre los años 2020 y 2021 sobre los impactos de la Enseñanza Remota de Emergencia en la formación y el trabajo de los docentes de las Instituciones de Educación Superior brasileñas, con especial atención las limitaciones, dificultades y desafíos que enfrentan los docentes en este contexto. Para ello, se seleccionaron 31 artículos disponibles en 4 repositorios científicos. Se trata de una investigación exploratoria, descriptiva y analítica con enfoque cualitativo, de tipo bibliográfico y de estado del conocimiento. Entre otros aspectos, se observó que las dificultades que enfrentan los docentes están relacionadas con la falta de formación para trabajar con la enseñanza mediada por Tecnologías Digitales de Información y Comunicación, los impactos negativos del trabajo y la enseñanza remota en la salud mental de los sujetos, la sobrecarga de trabajo, el escaso o nulo apoyo financiero, técnico, pedagógico y psicológico de las instituciones a los docentes para realizar el trabajo y la enseñanza remota, la percepción de una disminución en la calidad de la enseñanza y el aprendizaje y la ausencia de políticas públicas y condiciones materiales que puedan favorecer la plena consecución de los objetivos formativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT.  This article aims to identify and analyze the main results and considerations of the articles published between the years 2020 and 2021 on the impacts of Emergency Remote Teaching on the training and work of professors of Brazilian Higher Education Institutions, giving special focus to the limitations, difficulties and challenges faced by them in this context. For that, 31 articles were selected available in 4 scientific repositories, analyzed from the interpretative-critical and problematizing perspectives. This is an exploratory, descriptive, and analytical research with a qualitative approach, bibliographic and state of the knowledge type. Among other aspects, it was observed that the difficulties of professors are related to the lack of education to work with teaching mediated by Digital Information and Communication Technologies, the negative impacts of work and remote teaching on the mental health of the people involved, work overload, scarce or absent financial, technical, pedagogical and psychological support from institutions to professors for the development of work and remote teaching, the perception of a decrease in the quality of teaching and learning and the absence of public policies and material conditions that favor full reach of education purposes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino remoto emergencial]]></kwd>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[trabalho docente]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[enseñanza remota de emergencia]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[trabajo docente]]></kwd>
<kwd lng="es"><![CDATA[educación universitaria]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="en"><![CDATA[emergency remote teaching]]></kwd>
<kwd lng="en"><![CDATA[professor education]]></kwd>
<kwd lng="en"><![CDATA[professor work]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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