The article analyzes the academic experiences of memory pedagogy based on published bibliographic documents, identifying the different issuing agents, the theoretical affiliations and their central concepts. Through content analysis, a sample of 33 documents was integrated to understand the anamnestic-narrative horizon in education, finding that there is a greater number of experiences in historical memory, with a high level of integration in methodologies, perspectives and techniques for the academic reading of reality, but without a cognitive ontological purpose built from the rigor of history as a social science, for its overcome the epistemological problems in the subject-object relationship that mixed teaching methods produce.