The purpose of this article is to systematize the conceptual bases that favor the implementation of actions or activities that contribute to the reconstruction of school coexistence. For its realization, we opted for the dialogic methodology-kishu kimkelay ta che (term coming from the Mapuche language, it refers to: no person knows and learns by himself, but together with others, and based on his historicity). This methodology is characterized by conducting research in a dialogic way, and in conjunction with a Research Community. For its development, we opted for collective dialogues and Az kintun, processes focused on the co-construction, analysis and validation of the knowledge generated. As a result, a conceptual basis was obtained based on critical reflection, communication, active participation and consensus, all of which focused on community cohesion.