Artivism in education is a proposal that seeks to change society, from the formation of human dimensions, through school participation in the face of the conjunctures of the environment. In turn, school coexistence is until now the most central concern of current educational systems, due to the social schemes that are transmitted to the school environment. Therefore, the research objective was to determine the longitudinal effects of the execution of an artivist education program in the school coexistence of primary education. The approach was quantitative, explanatory level. The sample consisted of 165 fifth and sixth grade students from vulnerable contexts in the city of Lima (Peru), using measurement scales to interpret the data. The results reported that artivist activities increased school coexistence, manifesting itself from four or five months into the development of the experimentation program, demonstrating itself in the democratic and direct (proximal) dimensions. It is concluded that this experience strengthens human competencies to know, analyze and act in an artivist way in the reality that surrounds the student environment, considering from the knowledge of the other as part of the social group, self-evaluation, emotional regulation and cooperation as means of artivist expression.