This paper discusses some of the conceptions about memory found in activity theory - with a special focus on Vygotsky and Zinchenko - and compared them with some of the propositions and conceptions of enactive cognition. An approximation between these two theories, mediated by Marxian conceptions of the "total human being," allows for a more interesting and coherent elaboration of the role of memory in the classroom - overcoming models that understand memory as a mere "warehouse," and its role as that of "memorization" of content. From this approach, we can understand memory as an act of creation rather than reproduction, favoring the unity between subject and object. This also allows us to criticize and overcome education as a process of alienation, and has important practical consequences from the reading of memory as pragmatic.