Towards a pedagogy of archival engagement

For a pedagogy of the archive: knowledge production and dissemination in the digital culture

“…Not by chance, in every social relationship, present and future behaviors and desires are being increasingly classified through the actions of algorithms which locate any peculiarity of individuals, such is their power to personalize amid an incommensurable mass of data, of metadata. Given this context, various studies have contributed to the critical reflection about how ubiquitous digitization determines the engendering of radical transformations also in the process of production and dissemination of knowledge, such as those of Featherstone (2006), Livingstone (2010), Kellner & Share (2008), Beer (2013), Van Dijck, Poell & De Vall (2018), Buckingham (2019), Zuboff (2018Zuboff ( , 2019, Flynn (2020), Manovich (2020), among others. The considerations presented in this article are in agreement with this purpose.…”

“…Given this observation, the goal of this article is: to reflect upon the philosophical-educational presuppositions of the pedagogy of the archive, in the society where surveillance capitalism determines the ubiquitous digitization of human relationships and, therefore, the production of the knowledge that will (or will not) be stored and propagated. Methodologically, these presuppositions are reflected upon using texts by scholars such as Featherstone (2006), Livingstone (2010), Kellner & Share (2008), Beer (2013), Van Dijck, Poell & De Vall (2018), Buckingham (2019), Zuboff (2018Zuboff ( , 2019, Flynn (2020) and Manovich (2020), whose studies focused on the resignifications of selfarchiving in contemporary society.…”

“…Today, it is already possible to observe signs of radical change in the relationship between knowledge production and educational practices in a society where people's lives are increasingly digitized, hence the relevance of reflecting about the philosophicaleducational bases of the pedagogy of the archive. At this moment, it is important to observe that the mention to a pedagogy of archiving-related engagement was made mainly for two purposes, namely to encourage practices of storage and dissemination of knowledge in a more sustainable way, precisely because they are digital, and to bring about relationships between teachers and students founded on more frequent interactions on account of the production of hypertexts (Flynn, 2020). While these purposes are important in relation to the educational dimension, it is necessary to reflect on the philosophical-educational presuppositions of the so-called pedagogy of the archive in the society in which the act of self-archiving becomes the impulse that consolidates the new ontology of the digital culture: being means archiving and propagating oneself widely through electronic media into virtual space.…”

Por uma pedagogia do arquivo: produção e disseminação do conhecimento na cultura digital

“…Frente a essa observação, situa-se o objetivo deste artigo: refletir sobre os pressupostos filosófico-educacionais da pedagogia do arquivo, na sociedade na qual o capitalismo de vigilância determina a digitalização ubíqua das relações humanas e, portanto, a produção do conhecimento que será, ou não, armazenado e propagado. Metodologicamente, para a reflexão destes pressupostos, foram utilizados textos de pesquisadores e pesquisadoras, tais como Featherstone (2006), Livingstone (2010), Kellner & Share (2008), Beer (2013), Van Dijck, Poell & De Vall, (2018), Buckingham (2019), Zuboff (2018Zuboff ( , 2019, Flynn (2020) e Manovich (2020), cujos estudos focaram nas ressignificações do arquivar-se na sociedade contemporânea.…”

“…Atualmente já é possível observar indícios de mudanças radicais na relação entre produção de saberes e práticas educacionais na sociedade na qual as vidas das pessoas cada vez mais se digitalizam, daí a relevância de se refletir sobre as bases filosóficoeducacionais da pedagogia do arquivo. Nesse momento, é importante observar que a menção a uma pedagogia de engajamento arquivístico foi feita principalmente com os objetivos de tanto incentivar práticas de armazenamento e disseminação do conhecimento de forma mais sustentável, justamente por serem digitais, quanto de suscitar relações entre professores e alunos fundamentadas em interações mais frequentes por conta da produção de hipertextos (Flynn, 2020). Embora estes propósitos sejam importantes em relação à dimensão educacional, é preciso refletir sobre pressupostos filosófico-educacionais da chamada pedagogia do arquivo na sociedade na qual o ato de se arquivar transforma-se no impulso que consolida a nova ontologia da cultura digital: ser significa se arquivar e se propagar midiática e eletronicamente no espaço virtual.…”