Abstrac: This doctoral dissertation shows some meanings about Education for Peace based on reflections done from teacher’s narratives in territories of Colombian armed conflict. The research was approached from a qualitative approach (Vasilachis, 1992; 2006), based on narrative’s design analysis (Connelly and Clandinin, 1995; Clandinin and Connelly, 2000; Riessman, 2001; 2005; 2008), using narrative interviews as a tool for data collection (Riessman, 2001; 2005). The results showed the importance of recognizing teacher’s voices for Peace comprehension and Education for Peace based on knowledge, actions and experiences.