At present, from a variety of academic, legal perspectives and pedagogical experiences in situ, there is a great deal of effort towards the promotion of the school as a political agent from which to think and contribute to the establishment of a culture of peace. Thus, alternative mechanisms of conflict resolution (AMCR) and specifically the approach of Restorative Justice has appeared with a leading role from which to materialize this goal. In this way, the present article analyzes the points of encounter between this new approach of coexistence and the critical pedagogy with a view to providing theoretical contributions that allow legitimizing the adoption and the establishment of what some have denominated, restorative culture in the school, as a range of possibilities for citizenship training.