LAUSR

This article reflects an analysis of the importance of planned school environments, which allow the construction of relationships that strengthen school coexistence; the role of the teacher as a companion in the process of scientific learning; and the construction of citizenship. This was done with 33 students from eleventh grade in a state high school whose pedagogical model is active urban school in the city of Armenia (Quindio province). The objective was framed in proposing school environments of interaction and communication through the methodological strategy of participatory action research (IAP), which allowed to recognize diversity and improve coexistence among the students (who were the) subject of study. The study made it possible to identify what is reflected by the realities of the students both inside and outside the institution, as well as the challenges faced by teachers in order to create propitious school environments in the construction of a school from and for otherness.