The article aims to describe the scientific production regarding the role of the school from the focus of the armed conflict in Colombia and its implication of the social identity of the diverse groups of displaced persons and the role of the different actors from the school setting in the inclusion processes. After conducting the study based on the two moments, the orientation of education is seen as a theoretical approach to the problem of armed conflict, making it possible to demonstrate the impact that this has on the reconstruction of the rights that individuals possess, detecting the application of the restitution of social, economic and cultural rights in populations affected and harmed by the armed conflict. The results show that the discussion regarding the school and the armed conflict in Colombia inclines under the reconstruction of the social fabric, obtaining that the subject can adapt to the individual and collective life, with the processes of construction of their identity, promoting values, recognitions, norms, languages ​​and ways of holding on to the world to build their own experiences and senses of life. In addition, it is important that the State focuses its efforts on developing educational strategies and support for reconstruction projects in the territories where there is armed conflict.