<p>The purpose of this article was to analyze the pertinence of curricular policies for school coexistence in “Nueva Esperanza de Arroyo Grande” school in Cartagena, starting from the Institutional Educational Project. In relation to the epistemological basis, the empirical-analytic paradigm was adopted, focused on the approach of the category and the contextualized study variable, under the analytical typology with a multimodal or mixed design in two stages. The results showed that the Institution’s Educational Project and the school coexistence manual are not properly adjusted to the normative guidelines of the curriculum policy of Colombian coexistence, although the management and teaching staff has some managerial strategies, which are insufficient to decrease the problem of school violence.</p>