This research carried out in the fifth grade of primary school in a district school proposes the development of public policies for citizen training and peace education transversally to the study plan and institutional curriculum in school environments. Its operational objective responds to the need to assertively address conflicts in the educational context by mitigating actions of direct violence emerging from structural violence in family and social contexts. The research methodology integrates the teaching approach for understanding, participatory action research and experiential pedagogical workshops. An alternative is then presented that optimizes the implementation of different educational strategies for healthy school coexistence closely related to academic tasks for the grade in question.
