A look into the educational panorama in the school environment allows recognizing that a good portion of schools not only have put academic learning above the emotional learning, but they also face difficult to take ideas into practice for an integral education of the children. There have been empiric studies that explain broadly about the consequences of focusing on both the cognitive and affective dimensions, both insist on the importance of promoting joint developments in the formative processes. Based on the above, this research proposal was intended to map the emotions of recognition, nomination and regulation made by students from the 3rd grade of the Centro Educativo Rural La Milagrosa de La Ceja primary school, from the interactions that take place in the context of literary dialogical gatherings developed as part of the implementation of the Learning Communities project. In order to advance in this purpose, we opted for a comprehensive investigation, with a hermeneutic-phenomenological approach, under the configuration of a case study in which research techniques such as participant observation and creative social mapping were used, all together allowed the construction of an atlas of emotions that are conceived and expressed in the corporal and collective territory while being with others, such as family and school. The process developed allowed building knowledge through the voices of the participating children, which were combined with the fantasy characters from the wonderland, and was present at the dialogic meetings. During the process, the theoretical and empirical contributions that, from different fields of knowledge, have been made to comprehend emotions were also fundamental. Thus, in this research, the approaches from a philosophical point of view of Nussbaum Camps and Elster, the neurobiology postulates of Damasio and studies exhibited by Flecha, Soler, Fernandez, and Extremera from the educational field were incorporated and taken a point of reference. The results derived from this research allow, in addition, to ratify the possibilities offered by the dialogical literary gatherings to know the children (what happens to them), to improve coexistence and promote cognitive-emotional development.