摘要：Currently, problems related with coexistence, indiscipline, school violence and disruptive behavior in schools, make worry professionals, students, families and neighborhood. In this way, society at large and the educational community in particular are claiming over time about teaching solutions to mend this situation. In this paper, framed in a broader research, we present the results of application four educational strategies, in a CAES of Valencia (Spain). That strategies was classroom assembly, the reader patronage, game classroom, and art and Human rights. The project was implemented during 2014-2015 academic year, with 80 boys and girls of 4-11 age old. To check the improvement of center conviviality, we used a quantitative methodology, using the questionnaire to collect information in pre-test and post-test. The results show that after project implementation, the coexistence climate has improved notably. Students transmits by questionnaire that signs of violence has stopped being frequent, as like discussions and fights. The project has offered improvement of coexistence, focused on dialogue and participation among students.
