Summary The article was drawn up in response to the lack of social democratic coexistence that has been transferred to the Peruvian education system. The findings, from 2015 to the present, indicate that this problem prevails in school groups organised by policies with a lack of social justice. In addition, the use of vertical pedagogy produces an anarchic state in the classroom. This original anarchic state is transferred between teachers and students through the implementation of curriculum programming, which is why the problem is part of the same process of public schooling. The central objective was to test the democratic change at school of coexistence and then to implement a Sensitive Education or Education programme based on sensitivity, which is a pedagogical theory supported by moral training in order to strengthen actions based on social cooperation. The research methodology has a quantitative approach, with pre-experimental design typology. The sample consisted of 40 students in fourth grade primary education (M = 10.1 years; D.E. = 1.84), originating in a vulnerable context in Lima, Peru. The Democratic Coexistence Measurement Scale (ESMCD) was used. The results confirm that the Sensitive Education method based on concision, autonomy and emotional self-assessment increased the rates of democratic coexistence. It is concluded that the factors of self-awareness, reflection, and actitudinal and emotional sensitivity guide and determine the constitution of democratic values embodied in indicators such as (a) ability to tolerance, (b) compliance with democratic standards and (c) conflict resolution. Finally, the reflection on the results suggests that collaboration is the most slowly developed competition in the student group.