This is a first approach to a document analysis about the meaning and nature of peace linguistics in the educational context, more specifically in the language classroom.This is a field that may often be present but unexplained, and even ignored in such settings.Besides enriching the academic discussion about an issue that becomes a fast-growing international concern, the significance of this project lies on the fact that it can provide ample and deep sources to comprehend how peace linguistics is conceptualized and the way it can be incorporated into the classrooms.By using the document-based research method, 31documents of academic, public and official origin have been gathered and analyzed through the content analysis approach.Results show that peace linguistics in the language classroom is a new field, that there is a myriad of strategies that can be applied in the classroom in order for teachers and students to understand the phenomenon and become peace builders and peaceful language users and that there is a need for more empirical research studies on the field.The realization of peace linguistics is open-ended in nature.There is no a predetermined path for achievement of a free-killing society and, in this sense, peace linguistics commits itself to a problem-posing scenario (more than to a problem-solving one) where humans use their creativity and commitment to continuously explore alternatives.