Memory of the recent time at school: teachers' practical knowledge and multimodal mediations

Abstract

The pedagogy of the memory of recent time is an epistemic field whose objective is to enable students to critically read the events of socio-political violence that occurred in particular coordinates of time and space, problematized by different social actors at the present time. Thus, this article analyzes the practical knowledge of a group of teachers from official schools in Bogotá and the multimodal mediations that they use in teaching the memory of the recent time. In a three-phase qualitative design, it was found how teachers, from their practical knowledge, privilege learning objectives related to the effects of the conflict on victims, to exclusion and inequality, and to a memorial citizenship. They also implement three types of mediations to develop these learning objectives with their students: the integration of gestural, corporal, alphabetic and visual elements; the production of audiovisual material; and the articulation of analog and digital languages through the creation of multimedia and hypermedia projects.