The objective of this research was to construct the collective memory of a socio-educational intervention process from the perspective of the different educational actors, students, teachers, and community leaders. For this purpose, a critical epistemological approach was used, a qualitative methodology within the framework of the approach of systematization of experiences and methods of construction of collective memory such as timelines. This methodology was developed in the context of a pandemic during the year 2020 and required adaptations in the instruments and forms of data collection. Findings show the significance of collective experience in terms of moments of reception of physical spaces and elements for the development of science, technology and innovation, as well as the importance of participation in local processes of identification and solution of their own problems, and the relevance of work in and with the community.