The objective of this study was to understand how teachers play a role in preparing young people to be citizens capable of conflict; taking into account how knowledge, attitudes and behaviors are configured, to better understand what constitutes a social learning process, particularly in war-affected societies. For this research, the postulates of the case study are taken as a reference. In fact, seven teachers were included as participants, related to subjects of Peace Chair. In addition, nine students of three years (9°, 10° and 11°) were included where some classes were observed teachers. Semi-structured interviews, participant observation and document analysis were implemented to collect information. It was found that teachers handle knowledge fundamental to the construction of peace. However, from the observation of classes, although characteristic practices of constructivism are evidenced, elements and attitudes of traditional classes remain. In fact, the priority is to exhaust the subject, without a negotiation with the students to build new knowledge. The interviews with the students showed that, although there are tools for the management of learning, there are structural flaws for an apprehension of knowledge. On the one hand, the diversity of opinions is not valued and on the other, it is evident imposition of the viewpoint of the teacher. Finally, teaching-learning horizontality depends on the degree of respect for the student, the teacher’s preparation and the dialogue between the two. In this way, it is concluded that for long-term peace to prosper in the societies affected by war, new social actors must be included, that is, teachers trained and committed to building peace from school.