Colombia today had advanced for applying life histories as one resource in the classrooms, with different ways of using such as didactic mediators, as data base towards research about teachers’ thinking and about their pedagogical practice, or as experience records through a self-learning process. Beyond classrooms, life stories include short stories from victims and victimizers of internal war, historical memoirs, artworks, movies, soap operas and testimonial narrative. Rather than simple historical randomization, these are historical phenomena that reflect dignity and greatness of “small lives” above powerful metanarratives involved within current transmission crises. In the core of thesis it explain the asymmetrical relationship between the social production of memory, as reflected on the “places of memory”, artworks, cinema, testimonial narrative and the political as well as judicial production of memory, as manifested in struggles for both dignity and restitution of rights, lands, and goods to victims. However, the pedagogical production of memory remains as an unachieved challenge yet in Colombia. Simultaneously with the advance of biographical experience in the learning and formation process, a possibility for pedagogy of memoir and for testimony as a response to the other gains validity. This pedagogy conceives one unconditional response to the other, non-transactional, without expecting profitability. Moreover, the pedagogy of memoir will make possible to confront the vengeance circle that threats the present and the future time of individuals’ past.