The present research study, "an inclusive school management for the population victim of the armed conflict in the aftermath", focused on investigating the processes of school management necessary to contribute to the inclusion of the population victim of the armed conflict (PVCA) in the post-agreement stage, with an interest in reflecting on inclusion as the way to achieve access, permanence and participation of the entire population in the school stage, from the managerial and community management areas. Through the application of instruments such as semi-structured interviews, focus group, and documentary review, the categories of school inclusion, school management, victims of armed conflict, accessibility, permanence and participation towards reflection and analysis of what the inclusion of the population victim of the armed conflict, at the institutional level. The results show the need to propose and develop inclusive pedagogical practices that foster the formation of a culture of peace, from the social, cultural and educational school context and how interpretations of the role of education are constructed in the context of the post-agreement. When talking about inclusion, it is necessary to establish interrelationships between academic and social knowledge that generate a culture of peace in context. Possible actions are proposed regarding the possibilities of supporting managerial management processes that affect their management, and how these are developed through empathic relations, not only with the child, young person, but with their family and social structure, since access to the right opens up new paths towards re-dignification, as subjects of rights through their life projects. On the other hand, it is imperative to generate training and training spaces that allow educational managers, teachers and teaching directors to strengthen inclusive educational practices, in order to allow the active participation of students and achieve greater permanence of schooling.