In this article the authors focus on three sites in different areas of the world that share the characteristic of having been schools, prisons, concentration camps, and, in two cases, museums, sometimes in that order and on all occasions with periods of overlapping functions. The main goal of the authors will be to explore the questions that emerge when understanding those sites as curricular palimpsests; that is, as sites on which the inscription and re-inscription of seemingly disparate projects throughout a short period of time leave traces that mark the non-erasure of the past, pointing to connections that until now had remained invisible. Argentina, Haiti, and Cambodia: school, camp, and museum, three sites and three ways of teaching, three curricula and a spatial-temporal palimpsest that speaks to us about learning through the body. These sites make visible a different kind of knowing, one that cannot be erased and that is inscribed in blood as much as in ink and text.