Resumo

CASTANEDA MENESES, Patricia. Grammar of the emotions of university teaching in three Chilean public universities during covid-19 pandemic. InterCambios [online]. 2024, vol.11, n.1, pp.34-44.  Epub 01-Jun-2024. ISSN 2301-0118.  https://doi.org/10.29156/inter.11.1.4.

The article presents the results of a documentary research of a qualitative approach that aims to describe the grammar of emotions of the undergraduate teaching teams of three Chilean regional public universities in the context of pandemic COVID-19. Given that university concern during confinement focused on the student body, the mental health of teachers was displaced in its immediate containment and no history of their pandemic situation is known. The units of analysis corresponded to virtual theoretical classes taught by the teaching teams of the institutions participating in the study and recorded audiovisually during the sanitary confinement, selected on the basis of intended structural representativeness. The review criteria correspond to temporal context, characteristics of teacher-student interaction and expression of teaching emotions.

The analysis focuses on the teaching emotions expressed in the temporarily contextualized virtual classes, which are the bases of the chains and emotional complexes that give rise to the grammar of the teaching emotions. The results identify a negative emotional teaching complex, made up of convergent emotional chains, and a negative/positive emotional teaching complex, made up of divergent emotional chains, which reflect the emotional cost of teaching assumed in the performance of the training process under conditions of confinement.

Palavras-chave : university teaching; teacher emotions; pandemic COVID-19.

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