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This article aimed to investigate how online teachers experience work temporality, in an area in which technologies have changed the idea of presence. It is emphasized then, that time/work relationship has become a privileged area for the analysis of this research including changes in labor reality, as well as its repercussions for the Education context. The process of flexibility, revealed how the discourses of such professionals, is highlighted in this study. Based on the qualitative approach, and using sociohermeneutics, semi-structured interviews were carried out with 11 tutors. It was noticed that the traditional journeys, characterized by linearity, give rise to more fragmented and individualized work periods. As far as tutoring practice is concerned, the use of tecnologies, sugests certain autonomy when it comes to organizing individual activities to be performed. But, the worker’s awareness of lack of control has become unrealistic once such aspect has has been slightly stated. |
