The research analyzes the pedagogical accompaniment from the socio-emotional, relevant for biolearning in early childhood and high school students, since it has been shown that school educational institutions have been concerned with creating and building learning that allows them to appropriate a series of necessary concepts for life, what has led biolearning to have a relationship with the emotionality of students towards the achievement of integral development, that is, train students for life from the needs and realities of each being, linked to seeing life with kindness for deal with real situations around you. Therefore, the research is developed around three main categories: pedagogical accompaniment; Complex thinking-bio-learning and the socio-emotional category. The research is based on a qualitative approach because it allows flexibility in the reconstruction of reality; of an interpretive type with which the interview techniques, focus group, participant observation and documentary review are worked, which allowed the collection of information. The results suggest that this socioemotional work for biolearning is being carried out in schools, with multiple names or without the awareness of doing so: some important elements are also established that allow teachers to accompany students from the socioemotional for biolearning, where the curriculum is proposed as a space for interaction, union, social and academic construction, as well as methodological processes, internal networks and self-awareness from being, doing and being.