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Coeducational practices in formal education represent a significant progress in terms of gender equality. At the same time, they highlight tensions and contradictions both on the institutional and non-formal levels that have an impact on the very definition of coeducation and on the pedagogical possibilities of diversity. The objective of this article is to perform a reconceptualization of educational competences for coeducation and education for peace as the backbone of an inclusive, democratic and emancipatory school. It is a basic investigation of reflective and discursive character, located in the Philosophical and Axiological area, referring to the education in critical citizenship and democratic participation from the intersection of both perspectives. Coeducation and education for peace are contextualized taking into account the consequences of the theoretical conflict between modernity and postmodernity on the current socialization of a critical citizenship. A definition of peace that integrates rationality and spirituality is assumed, incorporating an energetic understanding of life into the image of peace, and attention is given to the debate raised about the incorporation of the gender perspective as a dynamic element of Education for World Citizenship. The main conclusion states the need to reformulate the difference between public space and private space as well as the incorporation of the dialectic between the ethics of justice and the ethics of care as fundamental aspects to be implemented in the development of coeducational practices.

Coeducar para la paz: perspectiva de género para la justicia social