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The family and the school are essential factors in the formation process of any person, specifically for the preschool level these elements need to maintain a much more complex relationship than other education levels. Therefore, the objective of this research is to strengthen family integration through pedagogical participation strategies that favor the teaching and learning processes of the transition children in the Educational Institutions Mercedes Abrego and Rafael Núñez of Monteria. To achieve that, this work is based on qualitative research, with a participatory action research approach in which observation, interviews and group sessions are used as techniques to generate specific data. As a result, the existence of a need for pedagogical support in accordance with the educational requirements and demands of preschool level in order to enforce the integration of the family into the teaching and learning processes was found. In this way, the pedagogical strategies implementation is proposed to this problem. To conclude, one of the parents or family group function is to offer kids education not only from home, but also through an educational institution since they are responsible for them, this will be a support and complement for the children´s integral development at an early age. For this reason, it is necessary that those education responsible's have a clear idea of how they will select the school where their children will study and they also participate in their educational and formative process.

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.