Ensino remoto emergencial e saúde mental: desafios enfrentados por docentes universitários durante a Pandemia de Covid-19

This article aimed to investigate the impacts of emergency remote teaching on the mental health of university teachers in the context of the Covid-19 pandemic. An exploratory research was carried out through individual interviews guided by a script. Based on Bardin's content analysis, we sought to investigate the impacts of emergency remote teaching on mental health related to teaching practice, work and social context. In the discussions, we found that the following impacts were generated: the feeling of not being able to teach, difficulties in technological adaptation and little interaction with students, work overload, social isolation. And as consequences of these impacts, symptoms such as insecurity, fear, abandonment, lack of passion for work, demotivation, fear of the unknown, feeling of isolation, frustration and anguish, stress, feeling of anger, panic attack, depression, contamination of leisure time through the loss of the distinction between working hours and leisure time, decrease in physical activity, increase in alcohol consumption and also increase in family conflicts. The findings are in line with other studies and contribute to the discussion of the importance of considering psychosocial impacts in the processes of implementing new forms of teaching.