From Cracóvia of Paris to Global Cracóvia in the Digital Age: a historical perspective

Abstract

Abstract: In this article, we reflect on the ongoing changes of the new information and communication technologies from the places of digital memory and how they echo in research and writing in the History of Education. It is questioned to what extent digital and digitized information can be activated and filtered, taking into account the (im)materiality of the sources and to what extent the procedures in this field of the digital reverberate in the production of meaning in the historiographical operation. The theoretical-methodological assumptions of Cultural History and bibliographic and documentary research are used: in the first, the notion of representation, materiality and archive evil are mobilized as theoretical categories under discussion; in the second, data from the school book considered as object and source are crossed, with legal provisions and the local press. It is concluded that different representations, appropriations and practices are indicative of interactions and interconnections in the digital scenario; however, the challenge imposed in the school environment, in the academic environment and in historical research, both for students and readers, as well as for teachers and researchers in this Global Krakow, when talking about the digitized school book and/or the digital interactive book, is to combine technical competence with political and ethical competence, since the inseparability of the political and the ethical is rooted in overcoming the opposed forces and,  the specificity of the pedagogical would be in convincing the non-antagonistic, given that the same development that has helped us materially, has profoundly affected our human values, pointing to an unprecedented crisis in the history of humanity, in education and in the history of education.