The research sought to explore the historical reenactment practices developed by Lima Historical Reenactment Association (ARHL), which helps develop the ability to think historically from a humanistic and critical perspective (González-González, Franco-Calvo, & Español-Solana. 2022). This historical reenactment group represents iconic events from specific periods in Peruvian military history, with a pedagogical and patriotic orientation. This experience allows us to delve into the complexity and potential of historical reenactment and make the category of narratives more complex towards mnemonic practices as basis of a pedagogical and performative effort, as proposed by those who consider reenactment embodied and performative history (Johnson, K. (2015). Across the analysis, we have sought to pay attention to the relationship between visuality, imagination, performance, and memory. To develop this approach, a qualitative methodological design was followed, An analysis of the material dimension of historical recreation activities, ARHL associates carry out a careful selection of the different material elements that are part of the historical recreation, based on a rigorous research process on the era of the event they will recreate as has been confirmed in different studies on the subject (Pacheco (2024); Agnew, V., Lamb, J., & Tomann, J. (2019). Thus, they select the type of practices they will carry out, such as individual or group poses, the ways of interacting with spectators, their forms of movement and the pedagogical discourses they share. They combine, the criteria of relevance of the event, historical veracity, people's requests and even the usual poses of their photographic records on social networks, inspired by images of the time. An important aspect is that, through their actions, the partners challenge the usual one-way narrative of history, both in terms of content and in their teaching practices or pedagogies of Peruvian history. In this way, they construct their own narrative about Peru and what it means to belong to the nation from the bottom up. This is relevant given that in general in Peru, as throughout Latin America, the construction of historical knowledge is linked to the formation of the historical consciousness of young people, as Conceição points out (Conceição, 2011). I is essential to highlight that the historical reenactment practices they develop have a pedagogical orientation, using reenactments as a way to educate about the past. The analysis of information revealed that, to ensure the viability of this pedagogical focus of reenactments, ARHL develops strategic alliances with various stakeholders to facilitate this purpose (educational centers, civil organizations linked to heritage management, etc.). Networking and collaboration have become increasingly important in the education sector, given the evident limitations of individual organizational approaches and external interventions (Mujis et al., 2010). The learning-teaching vocation among the associates is constant, thus fostering the development of experiential and meaningful learning communicated in a teaching tone. They often develop exhaustive research processes to recreate historical episodes as faithfully as possible. Furthermore, they design the recreations to capture the publics attention and interest, while generating a conversation about the recreated events, generating spaces for knowledge dissemination and historical education enhancement.

Keywords: Recreation, history, memory, performance, pedagogical practices.