This doctoral research presents an innovative methodological design to address school violence from a peace education perspective, articulating the principles of restorative justice, recognition theories, and the spatial production of pedagogical acts. Adopting a qualitative paradigm with a historical-hermeneutical approach, the study is structured in two complementary phases: a systematic documentary review and a case study in the night shift of the Federico Ozanam Educational Institution in Medellín, Colombia. The bibliometric analysis conducted in REDALYC, ERIC, SCIELO, and SCOPUS databases on 348 academic documents reveals a concentration of scientific production in Anglo-Saxon and Oceanic academic communities, evidencing a significant gap in Latin American research on these theoretical intersections. The metatheoretical findings identify three fundamental epistemological convergences: between the legal domain of restorative justice and the pedagogical domain; between the socio-psychological domain of recognition and educational practices; and between the geographical domain of spatial production and school coexistence. The case study involves 44 students and 6 teachers from adult night education, characterized by socioeconomic vulnerability conditions, discontinuous educational trajectories, and generational diversity. The research contributes to building a Latin American theoretical corpus in peace education, proposing situated pedagogical strategies for transforming school coexistence in contexts marked by violence and social exclusion.