In the following research, through the conceptual development elaborated by the American philosopher Richard Rorty, and through qualitative methodologies, interviews, and phenomenological analysis, we seek to discuss the ideas held by a group of primary education students students from a university in Santiago, Chile, about the concept of solidarity and their expectations of how to bring it into the classroom. With the aim of contributing in the future to the improvement of coexistence in schools and to the Citizen Education plans. The results indicate that solidarity is taught and learned, starting from the recognition of the diversity present in the entire school community and from the understanding of others’ suffering and the situations of need that another equal may have. In principle, it can be learned in the classroom with activities that can gradually expand. It is about delving into the shared values of each member of the community that identify them with an “us.” This could generate a sense of empathy and commitment among the different members of the schools and contribute to coexistence.