This qualitative research approaches the analysis of emotions as intersubjective cultural symbolic systems and their incidence on musical pedagogical processes. Through an educational ethnographic approach, there are conceived the educator and students’ aesthetic experiences as transcendental pedagogical events at the time of establishing intersubjective educational connections in the school coexistence. Hence, from the postulates of Schutz and Maturana, subjectivity implies a collective development of meaning and the acknowledging of the other. The epistemological concept on emotion is approached from the conceptual conjugation of the biology of love stated by Maturana and the emotional intelligence from Gardner. This conceptual approach is developed in the classroom through the radical focus of critical pedagogy, based on authors such as McLaren, Giroux and Freire who propose emancipatory and revolutionary perspectives on education, a paradigm where awareness and reflection about the socio-cultural reality of the learners’ context are established as inherent factors in the school coexistence.