ABSTRACT In home office work, a condition resulting from the COVID-19 pandemic, demands from the professional and domestic spheres coincide in space, and may compete in terms of the workers’ time. In this condition, people work when everyone is at home, and domestic and care tasks are expanded given new demands. Having the sexual division of labor as a theoretical framework, this study analyzes the experience of home office of academics during the COVID-19 pandemic. The empirical material is based on online semi-structured interviews with teachers (four men and six women) of a federal university in Rio de Janeiro, RJ, in a heterosexual union, who have at least one child up to 10 years old. There is unanimity among teachers regarding the greater burden of domestic and care work upon women, who often take care of the house alone. The presence of children increases care time, including support to school activities. The breakdown of the delegation model (to the maid or nanny) highlights the unresolved conflicts within the family. The observed asymmetries express the socially produced gender system, which causes disadvantages to women, both in the field of health and of scientific production during the pandemic, expanding inequalities and inequities that precede the pandemic.

RESUMO No trabalho em home office decorrente da pandemia de COVID-19, demandas das esferas profissional e doméstica coincidem no espaço, podendo competir pelo tempo do(a) trabalhador(a). Nesta condição, as tarefas domésticas e de cuidado se ampliam por conta das novas demandas geradas, já que todos estão em casa também dando conta de suas atividades profissionais. Tendo como aporte teórico a divisão sexual do trabalho, este estudo analisa a vivência do trabalho em home office de docentes universitários durante a pandemia de COVID-19. O material empírico se baseia em entrevistas semiestruturadas no formato virtual com docentes (quatro homens e seis mulheres) de uma universidade federal no Rio de Janeiro, RJ, em união heterossexual, que têm pelo menos um(a) filho(a) de até 10 anos. Há unanimidade entre os docentes quanto ao maior peso do trabalho doméstico e de cuidado sobre as professoras, que frequentemente se ocupam sozinhas da casa. A presença das crianças aumenta o tempo de cuidado, incluindo o acompanhamento de atividades escolares. A quebra do modelo de delegação (à empregada doméstica ou babá) evidencia os conflitos não resolvidos dentro da família. As assimetrias observadas expressam o sistema de gênero socialmente produzido, que desfavorece as mulheres, tanto no âmbito da saúde, como da produção científica durante a pandemia, ampliando desigualdades e iniquidades que precedem a pandemia.

This study aims at two of the main ideas about the mechanisms involved in the meaningful construction of the world. Even though they are multidisciplinary, these two perspectives are fundamentally born from two different disciplines: the Social Representation Theory (TRS), based on psychology, and the Theoretical Framework of the Imaginary, mainly based on Anthropology and Philosophy. The study will address TRS firstly and, subsequently, the approaches to Theoretical Framework of the Imaginary from different disciplines, in order to identify the contributions offered by the latter to Social Psychology that complement those of TRS. Thereby, this study aims at delivering a theoretical analysis of the TRS and of the Theoretical Framework of the Imaginary and at specifying the contributions and implications of the Theory of the Imaginary to Social Psychology (and, specifically, to Cultural Psychology) in order to see how the social imaginary concept includes and transcends the social representation (RS) concept. The ontological, epistemological, methodological and health implications of using the Theoretical Framework of the Imaginary in cultural psychology will be considered. In this regard, this concept adoption by psychology will be proposed, since it is essential for its explanatory abilities, understanding, interpretation and criticism.

En el presente estudio abordaremos dos de las principales concepciones sobre los mecanismos implicados en la construcción significativa del mundo. Hablamos de la Teoría de las Representaciones Sociales (TRS), formulada desde la psicología, y del marco teórico de lo imaginario, formulado principalmente desde la antropología y la filosofía. Procederemos exponiendo, primero, la TRS y, posteriormente, los acercamientos al marco teórico de lo imaginario desde diferentes disciplinas, para señalar las aportaciones que ofrece este último a la psicología social, aportaciones éstas que complementan las de la TRS. Así, este estudio tiene como objetivos realizar un análisis teórico de la TRS y del marco teórico de lo imaginario y especificar las contribuciones e implicaciones del marco teórico de lo imaginario a la psicología social (y, más concretamente, a la psicología cultural) de modo a observar cómo el concepto de imaginario social incluye y trasciende al de representación social(RS). Consideraremos las implicaciones ontológicas, epistemológicas, metodológicas y para la salud de la utilización del marco teórico de lo imaginario en la psicología cultural. En este sentido, propondremos la adopción de dicho concepto por la psicología, considerando que el mismo es fundamental por su capacidad explicativa, comprensiva, interpretativa y crítica.

En el presente estudio abordaremos dos de las principales concepciones sobre los mecanismos implicados en la construcción significativa del mundo. Hablamos de la Teoría de las Representaciones Sociales (TRS), formulada desde la psicología, y del marco teórico de lo imaginario, formulado principalmente desde la antropología y la filosofía. Procederemos exponiendo, primero, la TRS y, posteriormente, los acercamientos al marco teórico de lo imaginario desde diferentes disciplinas, para señalar las aportaciones que ofrece este último a la psicología social, aportaciones éstas que complementan las de la TRS. Así, este estudio tiene como objetivos realizar un análisis teórico de la TRS y del marco teórico de lo imaginario y especificar las contribuciones e implicaciones del marco teórico de lo imaginario a la psicología social (y, más concretamente, a la psicología cultural) de modo a observar cómo el concepto de imaginario social incluye y trasciende al de representación social(RS). Consideraremos las implicaciones ontológicas, epistemológicas, metodológicas y para la salud de la utilización del marco teórico de lo imaginario en la psicología cultural. En este sentido, propondremos la adopción de dicho concepto por la psicología, considerando que el mismo es fundamental por su capacidad explicativa, comprensiva, interpretativa y crítica.

This study aims at two of the main ideas about the mechanisms involved in the meaningful construction of the world. Even though they are multidisciplinary, these two perspectives are fundamentally born from two different disciplines: the Social Representation Theory (TRS), based on psychology, and the Theoretical Framework of the Imaginary, mainly based on Anthropology and Philosophy. The study will address TRS firstly and, subsequently, the approaches to Theoretical Framework of the Imaginary from different disciplines, in order to identify the contributions offered by the latter to Social Psychology that complement those of TRS. Thereby, this study aims at delivering a theoretical analysis of the TRS and of the Theoretical Framework of the Imaginary and at specifying the contributions and implications of the Theory of the Imaginary to Social Psychology (and, specifically, to Cultural Psychology) in order to see how the social imaginary concept includes and transcends the social representation (RS) concept. The ontological, epistemological, methodological and health implications of using the Theoretical Framework of the Imaginary in cultural psychology will be considered. In this regard, this concept adoption by psychology will be proposed, since it is essential for its explanatory abilities, understanding, interpretation and criticism.