We cannot speak of peace in Colombia without thinking about education in rural contexts. Despite efforts made to reduce inequality and conflict, and to promote peace, we need more structural proposals that teach us how to live together in peace and contribute to (re)building the social fabric in rural areas severely affected by the armed conflict. This study consists in an initial approach to peacebuilding in rural schools in the Urabá region. By creating situated knowledge, we attempt to analyse the key elements and relations that define education for peace, and those that (de)marcate the construction of an educational proposal that contributes to sustainable peace. Using references such as gender, memory, and imagination, we can undertake a concurrent reading of the contexts to reveal the advances and needs of the local communities in peace(re)building. It is based on this collective construction that we will trace the initial referents for a proposal for education in and for peace in rural schools, that transcends a static and instrumentalised vision of peace and, instead, situate it on a relational, (inter)subjective, and contextualised level.