In the Institute Guatica, in 8th grade, the problem of low social identity, and the indifference towards the realities that live and coexist, is evident, showing little analysis of them, caused by low reading habits without the criticism or knowledge about oneself as a social being, therefore the need to intervene arises the classroom with the aim of promoting the development of social thinking through the teaching of the history of the armed conflict in the students of the Educational Institution Institute Guatica, as it is a social relevant problem that impacted citizens in the years 1990s onwards This work has a qualitive – descriptive approach, under aspects of the socio – constructivist paradigm with a view to the inter and intra – personal dimensions and the construction of collaborative knowledge. A Didactic Unit is structured, divided into three moments, to be developed by five (5) groups made up of 4 to 6 students; using techniques such as semi – structured interview, questionnaires, among others, to collect information. The information is analyzed and located in matrices classified at various levels of social thought. The results indicate that the perception of reality was improved, they analyzed the needs that exist, reflected on them and how to intervene them, demonstrating the importance of knowing and recognizing the context in which they live, applying classroom knowledge in their environment, impacting and transforming realities. It concludes and highlights the importance of analyzing socially relevant problems in the social sciences, since it is through these that students realize their reality and critically observe it, in addition to creating in them a social awareness tending to the formation of a be social.