Es hora de echarnos otro cuento. Reflexiones sobre la pedagogía, la memoria y la pedagogía de la memoria

This article offers a critical reflection on the relationships bet- ween law, memory, and the right to memory in the Colombian context, based on the analysis of academic narratives found in doctoral dissertations. It starts from the premise that memory is not only a field of symbolic dispute but also a right under cons- truction—particularly relevant in contexts of post-agreement and transitional justice. Methodology: A systematic documentary review was conducted of doctoral theses from three Colombian educational institutions, focusing on historical memory, memories of the recent past, and subaltern memories. The PRISMA pro- tocol guided the review, enabling rigorous criteria for inclusion, exclusion, and analysis. Findings were triangulated with the Final Report of Colombia’s Truth Commission (CEV), enhancing dia- logue between academic production and official truth. Results: The review identified tensions and openings around the right to memory, highlighting its plural, situated, and contested nature. The analyzed dissertations reveal experiences of resistance, ins- titutional silences, and pedagogical strategies for building living memories from subalternized communities. Divergences with hegemonic legal frameworks were evident, suggesting a broader and more relational understanding of law. Conclusions: Memory, far from being a closed archive, emerges as a field of political and epistemic action. The right to memory must be reconfigured from below, recognizing the other narratives that inhabit territories, schools, and bodies that resist forgetting.