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School coexistence is an important process that brings together aspects of the relational dynamics of the actors involved within educational institutions. In this regard, the article seeks to reveal interesting aspects by adopting the concept of coexistence (UNESCO, 2023) as a pillar supporting this thematic line, but with an approximation to González's (2023) foundation of Diverse Knowledge. Adopting these foundations provides theoretical and methodological support for the doctoral thesis development process at the University of Technology and Education (UTE). The documentary review study is based on hermeneusis and relies on two fundamental and up-to-date procedures that are essential in this type of study: a) State-of-the-Art Evaluation Matrix, b) New-type theoretical and methodological systematization. The research assumes the ethical use of AI (Copilot and DeepSeeK) to facilitate and streamline information search processes, while also implementing the author's critical-reflective thinking. The results reveal that the diverse knowledge methodology provides a divergent ontoepistemological perspective on school coexistence, resulting in a renewal of the topic, especially by revaluing the pillar of knowing how to coexist in the context of educational institutions in Santa Cruz Lorica in the 21st century.
