The complexity of the concept of crisis is, in this article, a starting point of reflections on the mobilization of experi-ential narratives in the teaching/learning of History. Thus, it seeks to understand how crisis situations affect the lives they crossed, prioritizing voices and subjects, especially those who have been silenced and erased from certain ways of recording and narrating crisis situations, in their respective historicities. The path chosen to approach lives in historical crisis situations is argued in two senses: in the appropriation of the concept of precarious lives, in the dialogue with Judith Butler, and, in complementarity, in the ponderation about the act of narrating stories of life in precarious conditions as a pedagogical and ethical-political choice, in the defense of the mourning’s right of subjects and groups affected by the banalization of violence.
