Online didactic design in post-modernity: perceptions of continuing education in pandemic times

ABSTRACT

In this text, we critically discuss continuing teacher education in the context of post-modernity for digital technologies, considering the demands imposed by the Covid-19 pandemic. The objective of the study is to analyze the perceptions of professors who had participated in the course named "Online Didactic Design," offered by the Universidade Federal do Reconcavo da Bahia, reflecting on the professors continuing education for digital technologies in order to develop digital teaching competences in the face of the demands imposed by online teaching in pandemic times. It is an exploratory and descriptive research with a qualitative approach through a case study contemplating participants' observations and the description of the course evaluation form completed by 97 participants. The course enabled a reflective attitude among the participants (96.8%) by articulating theory and practice (90.8%). Among the difficulties pointed out, we verified the tight deadline for the activities (66.6%), time management (32%), and issues related to the virtual learning environment and internet access (20.8%). We concluded that critical and reflective teaching practice in this post-modern age requires the ability to reinvent oneself continuously, and the planning of didactic design is indeed crucial in this way of teaching online, especially in a hegemonic capitalist context characterized by the precariousness of teaching work.