Objective:

This article aims to explore the role of memory in school settings impacted by violence by examining the School Museum of Memory (MEMC13). This educational initiative was developed at the Eduardo Santos School in Commune 13 of Medellín.

Originality/Contribution:

As an original contribution, it integrates qualitative methodologies with critical theories on memory and offers a reflection situated in a particular territory marked by the armed conflict, Commune 13 of Medellín.

Method:

The narrative method and crystallized analysis were used to juxtapose a series of information that emerged in the research process, and to establish meeting points to build knowledge and pedagogical knowledge.

Strategies/Information Collection:

Narrative interviews were conducted with teachers at the school to obtain information. Various theoretical proposals were studied regarding the concepts of memory and pedagogies of memory, as well as documents that have chronicled the MEMC13 pedagogical experience.

Conclusion:

It is concluded that in order to understand how memory operates in Colombian schools, it is necessary to take into account the following aspects: (1) its ethical dimension as a duty of transmission, (2) its role in the construction of individual and collective identities, (3) the importance of exemplary memory in the school setting, (4) its relationship with the formation of otherness, and (5) its contested nature in contexts of conflict. The study shows that memory, more than an abstract concept, is a transformative pedagogical practice in scenarios of violence.

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