Currently, productive pedagogical projects are being considered as another tool to achieve social equity, inclusion, participation, identity construction, recreation, and the right to live in an environment of healthy peaceful coexistence. Determine the importance of using this new methodology, in favor of the rural population, especially when they are at high risk of vulnerability. The Productive Pedagogical Projects, as a social practice of peace in the Casa Blanca de Monteria educational community, aims to improve the living conditions of the community, the interpersonal relationships of students and their families and create the necessary spaces for children and young people to develop the skills necessary for them to see a better and more productive future. In this sense, their social problems of greater impact were identified and a strategy was designed to face the different situations, valuing the social impact that the PPP should have. The background of previous research at international and national level was taken into account and the concepts on PPP, social practices, children and young people in vulnerable condition, pedagogical strategies and education were analyzed. It starts from precepts of Piaget and Vygotsky, going through authors such as Bruner and Bandura, among others. The focus of the research is qualitative and the ethnographic perspective is proposed as a type of research. Students represented the population under investigation from the Casa Blanca educational community, from sixth to ninth grades, and the sample was 26 students. The research instruments used were the predetermined survey and the interview. The results of the research allowed reaffirming the high degree of vulnerability in which students develop, and at the same time, identifying the most impacting issues of violence that they experience on a daily basis.