Abstract
Today, the archive is no longer limited to a physical space controlled by those who own the production and reproduction of knowledge, since it becomes a kind of cultural impulse, to the extent that people archive themselves by means of an incessant flow of information sharing in social media. Following this line of thought, it is the purpose of this article to reflect on the philosophical-educational presuppositions of the pedagogy of the archive, in the society in which surveillance capitalism determines the ubiquitous digitization of human relationships and, therefore, the production of the information that will (or will not) be archived and propagated on the Internet. To that end, the methodological approach that was chosen involved analyzing texts of researchers such as Featherstone, Livingstone, Kellner & Share, Beer, Van Dijck, Poell, De Vall, Buckingham, Zuboff, Flynn and Manofich, whose studies focused on resignifications of self-archiving in contemporary society. In the society of digital memory, in which it becomes possible to remember everything, new forms of forgetting are produced as compiled information is decontextualized to the point of becoming fake news. Given this scenario, it becomes imperative to conduct the historic contextualization of digitally produced information. More than ever, it becomes necessary to recover and understand the causes of events digitally disseminated, particularly in order to foment moral engagements aligned with the act of self-archiving as an augmented formation ( Bildung) experience in the digital culture.
Keywords
Archive; Digital culture; Formation; Pedagogy of the archive; Half-education