This work presents a comprehensive theoretical framework on school coexistence, focusing on the context of Puerto Boyacá, Colombia. It begins with an ontological and epistemological foundation that adopts a social constructivist perspective and an interpretive-critical approach. The theoretical development covers several key aspects:

1. Bronfenbrenner's ecological theory, providing a framework for understanding the interactions between different systems influencing school coexistence.
2. Bullying and school violence, analyzing their types, causes, and consequences.
3. Galtung's conflict resolution theory and the practice of school mediation.
4. The importance of emotional intelligence and social skills in the educational context.
5. School climate and its impact on student learning and well-being.
6. Democratic participation and active citizenship in the school environment.
7. The restorative approach as an alternative to traditional disciplinary methods.

The work concludes with a comprehensive definition of school coexistence, highlighting its multidimensional nature and importance for the educational process. Strategies to promote positive school coexistence are proposed, including the development of socio-emotional skills, conflict resolution programs, and the adoption of restorative approaches.