This work describes the result of the deepening and incorporation of education emotional in the curricular mesh of the Republic of China school as a regulator, space of reflection and self-criticism with third, eighth and tenth grade students. This work allows us to demonstrate the importance of considering emotional education as a framework between the projection of critical pedagogy, the importance of democratic participation, tools that are proposed for popular education resulting in the incorporation of workshops that are based on the recognition of the body and its projection for the future of the life, recognition and importance of the remaining subjectivities that surround the student, the use and implementation of localization and body mapping to generate a dictionary emotional that guides the teacher, the guardians and the rest of the student community in the perception that visually impaired students have of the world and emotions demonstrating that this must be a transversal axis of the educational process so that there is a permanent interdisciplinarity, understanding how this incorporation is essential for the cognitive process which allows the comprehensive development of children's personalities