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Education for peace and coexistence in the field of formal education is a priority, not only because of the conflict situation that affects the country, but also because the school has a democracy centered on respect for human rights and in actions that Propitiate interpersonal relationships in a constructive way. The general objective of the study is to characterize the transformations that teachers assume at the level of their teaching practices when they approach the formation for peace, by identifying the pedagogical practices used in the formation and the transformations that are experienced when they face the formation for peace. A type of research with a qualitative approach was used and the method used was ethnographic, through the in-depth interview. The sample was configured through the different stages of data collection. It was determined that the perceptions of the teachers of some schools of the Department of Norte de Santander showed positive attitudes on the part of the teachers towards providing aid to students to develop skills for the resolution of conflicts, to see the problems from multiple perspectives, Decisions taken in groups, understanding the value of helping others, and meeting a number of annual hours of community service. It was also perceived that, in spite of stimulating social sensibility, actions are not directed towards the evaluation of solutions to social problems, this aspect arises but in practice is not fulfilled satisfactorily, so that teachers show a more endogenous attitude than Exogenous

Pedagogía para la convivencia y la Paz: transformaciones que experimentan los docentes cuando vivencian la formación para la convivencia y la Paz