Abstract
AbstractThe work on memory pedagogies and recent history is increasingly gaining more visibility and relevance in peace education. An example of this work is the significant research and training experiences in Latin America, especially in universities, schools, victims’ organizations, and social movements for memories that have developed approaches to addressing historical memory-provoking debates, tensions, and problematizations about how these memories are addressed. It is important to highlight that, in Latin America, teaching about the recent past has become an area of research in which developments are linked to the educational contexts of each country, but all share a deep concern about the dialogical relationship between past and present.Although this is a recent field of study, there are important advances that allow us a glimpse into the richness of this field within peace education. In this context, this chapter emphasizes the importance of relational and dialogical perspectives as essential foundations for the approach to memory pedagogies in peace education.KeywordsPeace educationRelational practicesMemory pedagogiesDialogue
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