Introduction.

The educational process in educational institutions of basic and middle level includes axiological training based on the declaration of a system of values, which are deployed from public policies and are translated into the Institutional Educational Project-PEI and the manual of coexistence; these do not always correspond to the values perceived, appropriated and practiced by the academic communities. In a country like Colombia, in terms of post-conflict, the values for the culture of peace become relevant, given that a lasting and structural peace does not depend only on the government and the guerrilla groups, so in fact the National Conciliation Commission-CNN (2013) establishes as minimum reconciliation among others the "Generation of a culture of peace".

Objective.

The present work intends to make an analysis with the academic community of a public school in the Valle of Aburrá, who have experienced different types of violence, to know the values they promote for peace and nonviolence, to understand their dynamics in contrast to the institutionality and its impact on school education and coexistence.

Materials and methods.

This research proposes the socio-critical methodological approach from which the phenomenon of training will be studied in its axiological dimension from the system of universal values defined by multilateral entities such as the United Nations and UNESCO and that today promotes the national government, the national education ministry and educational institutions in contrast to the imaginations that academic communities have in this regard in relation to the culture of peace and nonviolence.

Results.

Among the most frequent problems that the academic community identifies within EI are physical and verbal abuse, bullying, fights, drugs and discrimination; and in the environment, that is, outside the Institution, they also identify crime, intolerance, discrimination, gender violence, lack of love and lack of communication, all these forms of violence that young people identify clearly, which in turn are replicated in the institutional environment.

Conclusion.

The analysis, shared values are established as a common good, their importance, their conflicts and the way they are resolved within the academic community.

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