This article makes a revision to the theory of Appreciative Approach (EA), its objectives, characteristics, theoretical foundations, methodology and how it can be taken to the school environment, as a strategy for the solution of problems of coexistence among students of Basic Primary Education. The elements that determine school coexistence such as: conflict, aggression, violence, intimidation, Human Rights, inclusion, citizenship competencies are also analyzed, as well as the role of the school regarding Colombian peace agreements .The article ends with a pedagogical proposal based on the (EA) and the methodology of the 4D cycle, this proposal is materialized in a didactic booklet that is found as a document attached to this article which can be implemented or adapted according to the specific situation of the school environment that requires it.