Abstract
In an era marked by an overwhelming presence of ephemeral information and an apparent flattening of historical perspective, the communication of archaeology faces unprecedented challenges. This paper proposes a reflection on the necessity and foundations of a pedagogy for archaeological communication, adapted to the contemporary context we term “a-historical.” Characterized by the general public’s difficulty in relating to the past in terms of continuity and causality, this a-historical world demands a rethinking of how archaeology, as the science of material remains, conveys its message. We argue that such a pedagogy must not be limited to the mere dissemination of scientific results, but should aim to cultivate a critical consciousness of temporality, cultural alterity, and the complexity of historical processes. The paper explores the theoretical foundations of such an approach, proposing a series of minimal principles—radical contextualization, multivocal dialogue, ethical engagement, and reflexive narrativization—and outlines concrete directions for action, from museum practices and formal education to new digital media and community archaeology.