To investigate from the interpretative paradigm, in order to design a model for the protection of educational trajectories for school management in rural areas affected by armed conflict, taking the south of Córdoba as a base. This process seeks to demonstrate the importance of a differential work that seeks to establish actions and priorities according to the context, the reality of the territories in the areas of the Territorial Development Programs with a Focus, better known as PDET, with the implementation of the Special Plan for Rural Education, PEER, focusing actions from the experience and the situations in the Educational Establishments with the participation of the educational community. This research is important because rural areas need a lot of attention and clear actions for the social projection and development of their communities and this factor is enhanced from the school, from this perspective it is to be able to establish a new installed capacity that is pertinent and congruent with transforming reality in rural areas without leaving aside ethnic, cultural, among other differential aspects, this has been worked on with technical support in the construction of educational permanence plans with some educational establishments and to date it leads to the configuration of new challenges, identification of pertinent actions to promote and mitigate educational permanence and new clear scenarios to articulate with entities and to be able to go further with concrete actions to stimulate students and the educational community in general.