This research, framed in the line of Education and Society of the Master in Education of the Military University Nueva Granada, addresses the problem of school violence between peers. The design and implementation of a pedagogical strategy based on cooperative games aimed at developing skills for assertive conflict management in the ninth grade was proposed. This strategy was carried out in the Physical Education class, after their own reflection on the need to address this problem in a formative way, seeking, from the class, not only for the strengthening of motor skills but also socio-affective. Given that the research sought to generate transformations in the coexistence of three groups of ninth grade from a reflection on teaching practice and an understanding of the ways in which said pedagogical strategy tends to develop skills so that students constructively manage conflict, a critical-social epistemological approach was chosen. Methodologically speaking, the study followed a qualitative perspective with a research-action design whose stages are based on what Evans (2010) stated. Thus, together with the students, a problem tree was developed to make a diagnosis of the coexistence situation of the grade. Then, a matrix of objectives was created that would account for the expected results after the implementation of the strategy. Subsequently, the pedagogical proposal was designed from three traditional games: Cadena humana, Congelados bajo tierra and Bomba al aire. Finally, a dialogical evaluation was carried out through focus groups and group reflections at the end of each intervention. The results show that cooperative play is configured as a condition of possibility to generate spaces that allow learners to dialogue, understand the importance of thinking about the other and are more aware of the way they have handled their conflicts and the consequences it brings The agression.