Culture is important for violence and for peace. Just as some aspects of different fields of culture have the capacity to legitimize, reproduce and create scenarios of violence, they can also be potential builders of peace scenarios. The school, as a natural scenario of socialization of the culture of a society, can play one or the other role, according to the theoretical, conceptual and political approach -derived from the level of insertion of this in the society project-, of the different devices of the training processes of the subjects. In order that teachers, as a device of the formative processes, enhance their pedagogical task as political, critical and progressive subjects, that promote potentially transformative processes of reality, it is necessary to design and implement training processes that mobilize their political subjectivity. The texts of Johan Galtung's Cultural Violence and Pedagogy of the Autonomy of Paulo Freire, analyzed in terms of the potential of teachers to transform the Colombian political and social armed conflict from its political dimension, allow to identify key elements for the foundation, the design and implementation of teacher training processes. From these, the training processes in this direction should consider the problematization of the importance of culture in the construction of scenarios of violence and peace, that the present is not a fatality, the school and the teachers from their eminently political nature and they`re knowledge and skills so that -in the exercise of a critical political subjectivity- they can guide transformation processes to build a future based on respect for human dignity.