Abstract
This research aims to define pedagogical guidelines to apply to the teaching of the historical memory of the Colombian armed conflict. It is framed by the need to unify the knowledge related to the pedagogy of memory, through the experiences of individuals involved in processes of reconstruction and teaching of historical memory in Colombia. For this, a phenomenological study with a qualitative approach is carried out, using the specialized semi-structured interview technique. The results indicate five pillars for the development of the pedagogy of memory in the context of the Colombian armed conflict: (1) life stories, (2) commitment to human and democratic values, (3) temporality of memory, (4) categories of violence and (5) non-formal education.
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