Purpose:

To identify some of the ways in which UNAM teachers have configured their practices in the transition to emergency remote education triggered by the COVID-19 pandemic.

Methodological design:

This text presents factor analysis, internal consistency and cluster analysis of the main items of the second questionnaire on the effects of the pandemic on the work of teachers at the National Autonomous University of Mexico (UNAM).

Results:

Nine factors that characterize the behavior of teachers' responses to the questionnaire were identified, and which were correlated with the profile of teachers. These factors highlight the differences presented by teachers under 40 years of age and those belonging to the Open University and Distance Education System (SUAYED) as those who are more adapted to distance work through digital technologies.

Research limitations:

Given that this is an exploratory study and the context in which the questionnaire was designed and implemented, it was not possible to guarantee the statistical representativeness of the sample.

Findings:

It was possible to characterize three profiles of teachers which is characterized by the tensions it presents due to the social inequalities that the pandemic has made visible as well as by the possibilities that technologies represent for the transformation of teaching practices that contribute to equity and the right to education of university students.