Abstract
Work is par excellence a privileged space for social reproduction, and its study represents a theoretical, conceptual, and methodological challenge that requires a multidimensional approach. In 2020, the COVID-19 pandemic, as an emerging psychosocial risk, forced governments to implement strong strategies to control the increase in infections and the collapse of health services and the economy. In Mexico, the National Healthy Distance Program was established, promoting the relocation of workplaces in some productive sectors, including education. The transition from public to private spaces intensified teachers' working hours and mental and psychological overload, leading to the emergence of socio-psychological conditions resulting from the intersection of physiological, psychological, economic, and social factors. This research took place in the context of the COVID-19 health contingency. The overall objective was to analyze the subjective impact and socio-psychological effects of the precarious working conditions of secondary school teachers in the state of Querétaro. Using a case study with a phenomenological-clinical approach as a methodological strategy, semi-structured interviews were conducted with 20 teachers from various municipalities in the state. The results showed that the introduction of working from home exacerbated the pre-existing precariousness, which is the main psychosocial risk factor in teaching, especially for women due to their double workday.