WEAVING MEMORY: THEORETICAL FOUNDATIONS FOR THE INTEGRATION OF HISTORY AND LITERATURE TEACHING THROUGH ORAL HISTORY AND TESTIMONY

Abstract

 Theoretical foundations for integrating the teaching of History and Literature are proposed through the articulation of Oral History, literary testimony, and the perspective of reader subjectivity. Given the recognition that disciplinary boundaries between History and Literature have become increasingly permeable—especially regarding work with memory and testimonial narratives—guiding principles are systematized to support integrated pedagogical practices. This theoretical-bibliographic study brings together contributions from Memory Studies, Oral History, Literary Theory, and Literary Mediation to highlight the epistemological and ethico-political potential of this disciplinary rapprochement. As results, methodological convergences between Oral History and literary testimony are outlined, reader subjectivity is discussed as an analytical category fundamental to understanding the testimonial regime, and didactic implications are systematized for working with memory narratives in school contexts. It is concluded that the integration of these fields offers robust conceptual tools for rethinking teaching practices involving memory, identity, and lived experience.