Paz y convivencia en los colegios de La Salle del Valle de Aburrá y Medellín.

Introduction: This article aims to unravel the meaning of human affairs in school. Objective: It seeks to understand the meaning of collective imaginaries against the ideal of the individual that is constituted given their political, ethical and civic formation in relation to coexistence and peace in the four Lasallian Institutions of the Metropolitan Area of the Aburrá Valley and Medellin. Materials and methods: The methodology is hermeneutic; in addition, anthropology of education was applied. The information used starts from the diagnostic phase of the project. Its collection was made from unstructured interviews with alumni and from focus groups; social cartographies were worked on with students, parents, teachers and managers. Results: The process evidenced intentional pedagogical practices from the formation purposes of the Lasallista Norandino District (DLN), and the Lasallian Educational Project and its formative proposal for good living. Conclusions: It is clear that despite the guidelines that seek to promote relations of peace and coexistence, this intention comes into tension because situations generating impositions emerge and respect among people disappear. There are also expressions of recognition and solidarity towards others, but especially regarding economic differences. As for coexistence, there are problems of imposition and vertical power relations without dialogic possibilities among the actors. The imposition of the norm does not allow for reflection, and generates emotions that distance themselves from coexistence and a peaceful and autonomous construction. [ABSTRACT FROM AUTHOR]