Objective: to understand the social imaginaries that take place at school regarding coexistence and the best methods to address conflictive situations. Methodology: a qualitative methodological path was traced under the approach and design of the complementarity developed by Murcia and Jaramillo (2000 and 2008). Findings: concerning categories: approaching the other, authority figure, teacher’s metaphor, the teacher at the window, practices which evidence approaches of conflictive situations that are limited when providing a proper solution for them. Conclusions : there are hegemonic imaginaries at school from which the coexistence is approached based mainly on authority, surveillance, repression, order and discipline as control mechanisms. However, some radical/institutional imaginaries have emerged from the discourse and the practice of some social agents, which make possible the reflections, aimed to transform, centered in the foundation of a coexistence based in the other, the respect and the dialog.