Phenomenological look at the resilience of university teachers under the threat of a pandemic

Abstract

The purpose of this study was to interpret, from a phenomenological perspective, the resilience of university teachers under the threat of a pandemic from the discourses and actions of social actors in the field of university teaching. In this sense, the research is located in the qualitative approach, under the theoretical perspective of interpretivism, methodologically supported by phenomenology and hermeneutics. The reality under study is assumed from an ontologically complex, multiple, divergent context and in a dynamic of permanent construction and reconstruction where intersubjectivity is present throughout the research process. The teachers linked to this research constitute the social actors, who versioned the reality of the study in four (4) teachers belonging to public universities and three (3) to private ones. Phenomenological techniques such as in-depth interviews and focused testimony were used ( virtual); The information obtained was systematized through coding, categorization and triangulation, from which categories such as: occupational psychosocial risk factors, work performance and factors that consolidate the virtual modality emerged. Finally, I present as a conclusive aspect; the university teacher has been favored and strengthened since they resumed their work from other spaces with responsibility, quality, mystique, commitment, trust and futuristic vision, all with the purpose of fulfilling the moral commitment that they have acquired with society to continue in the personal and social training of students, betting on their knowledge and experiences with an attitude of strength, in order to overshadow their weaknesses and face such a situation with integrity.