This article is part of a research developed by the CINDE Foundation, the University of Manizales, the Center for Advanced Studies in Childhood and Youth of these entities, and the Luis Amigó Catholic University (Colombia), with funding from the Center for Historical Memory and the Ministry of Science, Technology and Innovation – Minciencias. The project investigated the representations that boys and girls have in the context of recent Colombian violence and the ways they have learned about it in their home and school. In particular, the article focuses on the processes related to the pedagogies of memory and teaching of the recent past at the Andrés Bello Educational Institution in the city of Manizales, with the participation of 43 children. The project used resources from creative and artistic research and performative hermeneutic research, and paid special attention to the cartographies, creations and narratives of the participants. The analysis of the information was based on the deployment of three categories and it was found that the processes of construction of historical memory have occurred, mainly, by what children hear from their families and from traditional media such as the news. However, it is evident that the classroom must strengthen the collective practices of teaching the past and building memory, in which communities are participants in their own historical fabric and in the recognition of the history of Colombia.