ABSTRACT
Today, educators in Colombia have advanced by using narratives as a resource in pedagogical practices, the mass media, and political action. These narratives include fictional texts, visual narratives, and testimonies. Importantly, these phenomena project the dignity and greatness of small lives above powerful metanarratives within the current cultural-transmission crises. This essay explores the existing asymmetrical relationships between the social practices of historical memory, as reflected in places of memory, including artwork and testimonial narratives, and the judicial practice of memory, as manifested in struggles for both dignity and the restitution of rights, lands, and property to victims. However, the pedagogical practice of historical memory remains an unachieved goal in Colombia.
