In the article we look at how community memory is one of the values that sustain democracy from the production and cultural creation of pedagogy, understood not as a market funded by agencies but as a necessary political practice in doing research. With a first approach to different visual sources from the period of the Great War (1914-1918), different routes are established through and using the sources, incorporating different ways of narrating depending on how we display the figures. We face a series of images, we look at them, and thinking of Berger (1972), we try to capture them from community memory, not as painters, not as publishers, not as restorers, not as teachers but in a free exercise of shared stories. This is an article that seeks to approach visual sources as part of conducting a democratic exercise in memory, raising issues of order and situation, methodology, and epistemology. As an essay, however, it is an open reflection that starts from conversations, discussions, tests and previous beliefs.