We consider aspects raised by recent research on the school conflict in Colombia, analyzing the circumstances that have favored the migration from a perspective of conflict resolution to visions such as the constructive transformation of conflict and the construction of peace in educational contexts, pointing out aspects or factors to take into account for better management of conflicts. The proposal by Droisy and Zaouche-Gaudron (2003) is taken as a definition, who affirm that the conflict is: "a state of resistance, disagreement or opposition between at least two people"; Determining factors in the response to the conflict and strategies that are commonly used are reviewed. After formulating a context on violence and education in Colombia, the five defined styles of conflict resolution are addressed (Oredein & Eigbe, 2014). Some aspects of the peaceful transformation of conflicts and some initiatives to address the conflict in Colombian schools are reviewed. It is concluded that it is essential to empower the different agents in the transformation of the conflict (understanding their perceptions about violence, its causes and how to deal with it), that interventions in the school environment can not be focused only on the students and it is necessary to review the violence established in the school in order to denaturalize abuses and unfair practices; It is also necessary to distort negative individualism in a competitive social environment, usually fostered in Colombian classrooms to focus on an education in which each person learns to take the other truly into account.