Pedagogical proposals acquire meaning in specific socio-historic contexts, under multiple and complex conditionings. The shaping of a pedagogy of memory in Colombia and its incorporation into its schools is a response to a question of ethical-political education, in the face of a complex web of experiences of violence and the emergence of a transitional normative framework which sets forth a set of challenges that education must address for the construction of peace, coexisting with policies of memory which are reproduced in the midst of the educational system’s silence about the country´s recent history and the priority given to economic development as the purpose of training in competencies. In this scenario, the present study takes the normative commitments in the educational domain which have to do with truth, justice and reparation, with guarantees of non-repetition, in order to encourage a pedagogical commitment with memory and the teaching of the events of the recent past, in the light of the ethical imperatives of natality, welcoming and hospitality.