<?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>2446-9424</journal-id>
<journal-title><![CDATA[Revista Internacional de Educação Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Int. Educ. Super.]]></abbrev-journal-title>
<issn>2446-9424</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas Faculdade de Educação Grupo de Estudos e Pesquisas em Educação Superior]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2446-94242024000100106</article-id>
<article-id pub-id-type="doi">10.20396/riesup.v10i00.8667528</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estresse e Tecnoestresse Docente: Os Efeitos do Ensino Remoto Emergencial em Professores Universitários Brasileiros]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrés y Tecnoestrés Docente: Efectos de la Enseñanza Remota de Emergencia en Profesores Universitarios Brasileños]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher Stress and Technostress: The Effects of Emergency Remote Teaching with Brazilian University Professors]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jesus]]></surname>
<given-names><![CDATA[Djanires L. Neto de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rebolo]]></surname>
<given-names><![CDATA[Flavinês]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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>10</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2446-94242024000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2446-94242024000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2446-94242024000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução: A pandemia da COVID-19 provocou a necessidade de isolamento social, o que levou as instituições educacionais a adotarem, desde março de 2020, o Ensino Remoto Emergencial.  Objetivo: Nesse contexto, o objetivo geral deste artigo é apresentar resultados de uma pesquisa sobre a relação entre mal-estar, mais especificamente dos níveis de estresse e tecnoestresse docente, com o uso excessivo das Tecnologias Digitais Informacionais e Comunicacionais. Metodologia: A metodologia, de natureza quanti-qualitativa, descritiva e exploratória, constituiu-se da realização do estado do conhecimento sobre a temática e da aplicação de um questionário respondido por 311 professores universitários brasileiros. As análises foram realizadas por meio de estatística descritiva e com a triangulação dos resultados de pesquisas anteriores e dos dados empíricos.  Resultados: Os resultados apontaram que 84,9% dos professores que responderam ao questionário apresentam algum nível de estresse, sendo que 24,1% estão na fase de alarme, 33,8% na fase de resistência e 27% na fase de exaustão. Dentre os respondentes, 66,2% atribuiu o aumento do estresse ao uso exaustivo das Tecnologias Digitais Informacionais e Comunicacionais durante o ensino remoto. Por último, 72,6% dos docentes que receberam formação continuada ainda se considera em níveis básicos de habilidades e competências para o uso das tecnologias digitais.  Conclusão: Conclui-se, a partir dos resultados, que há a necessidade de investimento na formação continuada para os professores, bem como de realização de novas investigações para acompanhar os efeitos do mal-estar docente, do estresse e do tecnoestresse sobre a saúde e o trabalho dos professores universitários.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: La COVID-19 provocó la necesidad de aislamiento social, lo que llevó a las instituciones educativas a adoptar, desde marzo de 2020, el Aprendizaje Remoto de Emergencia.  Objetivo: El objetivo general de este artículo es presentar los resultados de una investigación sobre la relación entre el malestar, más específicamente los niveles de estrés y tecnoestrés docente, con el uso excesivo de Tecnologías Digitales Informacionales y Comunicacionales. Metodología: La metodología, de carácter cuantitativo-cualitativo, descriptivo y exploratorio, consistió en la realización del estado de conocimiento sobre el tema y la aplicación de un cuestionario respondido por 311 profesores universitarios brasileños. Los análisis se realizaron mediante estadística descriptiva y con la triangulación de los resultados de investigaciones previas y datos empíricos.  Resultados: Los resultados mostraron que el 84,9% de los docentes que contestaron el cuestionario presentan algún nivel de estrés, con 24,1% en la fase de alarma, 33,8% en la fase de resistencia y 27% en la fase de agotamiento. Entre los encuestados, el 66,2% atribuyó el aumento del estrés al uso exhaustivo de las tecnologías digitales de la información y la comunicación durante la enseñanza a distancia. Finalmente, el 72,6% de los docentes que recibieron educación continua aún se consideran en niveles básicos de habilidades y competencias para el uso de tecnologías digitales.  Conclusión: De los resultados se concluye que es necesario invertir en la formación continua de los profesores, así como realizar nuevas investigaciones para monitorear los efectos del malestar, estrés y tecnoestrés docente en la salud y el trabajo de los profesores universitarios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: The COVID-19 pandemic has provoked the urge for social isolation, which has led educational institutions to adopt, since March 2020, Emergency Remote Teaching.  Objective: In this context, the general objective of this article is to present results of a survey on the relationship between discomfort, more specifically the levels of teacher stress and technostress, with the excessive use of Digital Information and Communication Technologies. Methodology: The methodology, of a quanti-qualitative, descriptive, and exploratory nature, consisted of the realization of the state of knowledge on the subject and the application of a questionnaire answered by 311 Brazilian university professors. The analyses were performed by means of descriptive statistics and with the three-way analysis of the results of previous research and of the empirical data.  Results: The results pointed out that 84.9% of the professors who answered the questionnaire present some level of stress, where 24.1% are in the alarm phase, 33.8% in the resistance phase and 27% in the exhaustion phase. Among the respondents, 66.2% attributed the increased stress to the exhaustive use of Digital Information and Communication Technologies during remote teaching. Finally, 72.6% of the teachers who received continuing education considered themselves to be at basic levels of skills and competencies for the use of digital technologies.  Conclusion: It is concluded from the findings that there is a need for investment in continuing education for professors, as well as further research to track the effects of faculty unease, stress, and technostress on the health and work of university professors.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estresse profissional]]></kwd>
<kwd lng="pt"><![CDATA[Ensino pela internet]]></kwd>
<kwd lng="pt"><![CDATA[Prática docente]]></kwd>
<kwd lng="pt"><![CDATA[Professores universitários.]]></kwd>
<kwd lng="es"><![CDATA[Estrés profesional]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza por internet]]></kwd>
<kwd lng="es"><![CDATA[Práctica de la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Profesores universitarios.]]></kwd>
<kwd lng="en"><![CDATA[Occupation stress]]></kwd>
<kwd lng="en"><![CDATA[Internet teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher&#8217;s practice]]></kwd>
<kwd lng="en"><![CDATA[University professors.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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