Colombian teachers are targets of victimizing acts that threaten fundamental rights and the development of human capabilities. This research sought to understand the impact on these rights and capabilities from the perspective of teachers who are victims of violence, specifically regarding protection, affection, identity, participation, leisure, recreation, and freedom in the department of Córdoba, Colombia. A qualitative methodology was adopted, based on a hermeneutic phenomenological design. Semi-structured interviews were conducted with ten teachers from different locations in this region of the country. The results reveal serious impacts on the personal, family, and social spheres, which act as limitations on achieving optimal levels of satisfaction of axiological needs . These impacts include unsafe environments, deteriorated social relationships, fragmented family ties, a tendency to retreat into silence, and limited participation due to fear of disagreement and/or retaliation; restrictions on enjoyment, recreation, and healthy coexistence. It is concluded that, despite the emotional, psychological and family effects suffered, it is essential to recognize their memories as part of a strategy for building peace from the school in territories affected by violence in this country.