Current research has highlighted the challenges faced by teachers when introducing democratic memory into the teaching of history. To address these difficulties, an action-research process was carried out with pre-service secondary education teachers. As a result of this process, a didactic project was designed, consisting of a sequence of six activities based on the principle of isomorphism. The ultimate goal of the resulting didactic sequence is to train future secondary school teachers to design learning situations on recent history, memory, and forgetting, fostering the development of critical thinking and the promotion of human rights, peace, and democratic coexistence.
