This article is the result of a systematic documentary review developed between 2015 and 2017, updated with recent bibliography on some pedagogical balances of the Cátedra para la Paz issued by the Ministry of National Education (MEN) between 2014 and 2015, which was also regulated by Law 1732 of 2014 and Decree 1038 of 2015. Its mandatory development by all educational institutions in Colombia sought to promote and strengthen peaceful coexistence, democratic participation and respect for diversity, based on the exercise of teaching autonomy and academic freedom. With the signing of the Acuerdo General para la Terminación del Conflicto y la Construcción de una Paz Estable y Duradera between the Colombian State and the FARC-EP guerrilla in November 2016, conditions were also created to develop territorial peace practices and processes for the formation of critical, participatory and deliberative citizenship.  In accordance with these premises, we present the main epistemological and methodological coordinates of a perspective from peace education, developed between 2015 and 2017 at the higher education institution Fundación Universitaria Monserrate – Unimonserrate, which was based on the philosophy of difference, the socio-critical educational paradigm and the pedagogical exercise towards a pragmatic experiential learning of positive peace and cultural peace.