The full and effective guarantee of the right to education of girls, boys and adolescents victims of the conflict, as part of the process of restoration of rights, implies for the school the design and implementation of differentiated strategies of acceptance and social inclusion for this population. This article presents the results of the research “Reception and social inclusion in the school: protocol for the reception and permanence of the population victim of the conflict in the school system. A school tailored to peace”, within the framework of which, through inquiry structured by the processes of reception and inclusion in the school, in a sample of educational communities, a conceptual and legal framework was built to determine and guide the definition of strategies for the action of educational institutions. Finally, these processes -inquiry and the construction of the conceptual framework- allow us to present a proposal for a path of reception and social inclusion in the school, in which, by differentiating the processes of school life, strategies for an institutional action in this school are offered.&nbsp