نبذة مختصرة : The aim of this study is to identify the paradoxes related to remote teaching work during the Covid-19 pandemic. The research has a qualitative, exploratory approach, using a case study with professors from the Federal University of Maranhão as a strategy. Data were collected through semi-structured online interviews, analyzed using the ATLAS.ti software, based on Bardin's (2011) content analysis. In general, the research identified 9 paradoxes (Competence/Incompetence; Efficiency/Inefficiency; Integration/Isolation; Engagement/Disengagement; Public/Private; Convenience/Discomfort; Family Connection/Disconnection; Information/Misinformation; Continuity/Discontinuity ), showing that the teachers' feelings are ambivalent, not taking a single and polarized position as many believe. The knowledge derived from this research can help university management, providing information to support further discussions about the implementation of remote work as a complement to face-to-face workload, blended learning, remote working hours regulation and challenges for maintaining the quality of life of servers, in addition to highlight failures caused by implementation without prior experience or work plan. ; O objetivo deste estudo é identificar os paradoxos relacionados ao trabalho remoto docente durante a pandemia de Covid-19. A pesquisa possui uma abordagem qualitativa, de caráter exploratório, utilizando como estratégia o estudo de caso com docentes da Universidade Federal do Maranhão. Os dados foram coletados através de entrevistas online semiestruturadas, analisados com o auxÃlio software ATLAS.ti., à luz da análise de conteúdo de Bardin (2011). De modo geral, a pesquisa identificou 9 paradoxos (Competência/Incompetência; Eficiência/Ineficiência; Integração/Isolamento; Engajamento/Desengajamento; Público/Privado; Comodidade/Desconforto; Conexão/Desconexão familiar; Informação/Desinformação; Continuidade/Descontinuidade), evidenciando que os sentimentos dos docentes são ambivalentes, não se ...
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