In the last years one comes listening to with insistence the association between emotional education and school. On the one hand it turns out paradoxical to think that it surprises the association since the aim first and last one of the school are to educate. However, it is necessary to have presents/displays that this necessity to educate in emotions has not become declares until does relatively just a short time. And in that sense, the school is discovering a new roll in its function of educator by nature. To educate in emotions or the emotional education aims at that educational and students find in the school true spaces of personal growth, professional and academic. When educational and students are able to recognize their own emotions begin to would observe improvements that repel in the academic results but that also they improve considerably the quality of the coexistence in the scholastic institution.

These two aspects, as well, contribute to improve the self-esteem of the students, on the one hand, and the educational ones, on the other. The students feel motivated and recognize in the daily effort the best form of to achieve the success; improvements in the work in equipment are observed and manage to become jumbled in collective actions. The educational ones, by their side, perceive a recognition to their task that allows them to position itself like authority in the classroom from the place of the dialogue, the consensus and the affective and effective construction. The emotional education leans on three pillars sustain that it they maintain and it in the time: in the first place the recognition, the identification of the emotions; secondly the social capacity to develop with naturalness and success (Assertiveness); and finally the self-esteem. Each of these pillars constitutes the fundamental competitions in the emotional development of educational and students, as well as of all person. These three competitions cannot be acquired nor be transmitted as a finite corpus of knowledge but gets up through the experiences of each of them in doing newspaper.