This investigation allowed to identify if the teaching of the Recent History of Colombia from the perspective of the Historical Memory, can contribute to the formation of Political Subjectivities in ninth grade students. Proposing theoretical, pedagogical and strategic aspects to identify the problem, for this the approach used was qualitative, with a cyclical design, part of the IAE (Educational Action research), which allowed the assessment and continuous restructuring of the proposed action plan. The population that intervened, are young students of ninth grade of three public schools of Bogota; with a duration of one year, from the beginning of the year 2017 and culminating in November of the same year. The procedures used are a series of pedagogical strategies and didactic materials, where the narrations, reflections and emotions of the students could be evidenced, allowing to review the most important features of their knowledge through the analysis of data of these products. Finding a great ignorance of the recent history of the country, little critical thinking of the context and pedagogical procedures on the part of the teachers nothing motivating, making history boring and stigmatized by the students intervened. Finally, it is desired that the historical memory be a pedagogical bet in the teaching of recent history, to contribute to the formation of political subjectivities, pointing out some tensions, approaches and pedagogical proposals in the school.