| Summary: | This article sets out the scope of a teaching experience with regard to the teaching of history and memory to ifth grade students of an elementary school. In the irst part, the location of the experience is approached, which moved the teaching activity towards new inquiries and dialogs between systems of knowledge, subjects and realities. In the second part, the teaching of history and memory is analyzed. The former is still the prisoner of its heritage, based on the remembrance of certain deeds and characters, with recent transformations in its didactics and school legislation. In turn, the teaching of memory, which began more recently, deals with temporality through the words, feelings and corporeality of the other, the versions of which can be oficial, polemic or omitted. Finally, the teaching experience is recounted, whose articulating axis was 9 April, 1948, and the taking and retaking of the Palace of Justice, proposing, from the systematization of experiences, the memory of those experiences for the construction of a shared knowledge through a relective and sensitive reading of the events.
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