School coexistence is usually related to the interactions between people in an educational context. These interactions can be regulated through formal and informal methodological processes. For this reason, together with a group of people called Research Community, participatory research was developed to approach the methodological potential of school coexistence, introducing components and characteristics that make it possible to position it as a praxis focused on the co-construction of knowledge. For this purpose, we opted for the dialogic methodology kishu kimkelay ta che, characterized by political participation and the joint development of the entire research process. Among the main results, methodological components were identified that make it possible to extract a plan called praxis of school coexistence. These components enhance the preventive aspect and the generation of knowledge on this subject.