It is important to remember, that many teachers in exercise received vocational training designed for the mid-20th century educational institutions and our society has changed rapidly, so that lifelong learning that today’s society requires for its citizens, is also essential, for teachers of all levels and educational modalities. With regard to the handling of the emotions to enhance organizational learning, the curriculum of the educational institutions, sits in the same powers that exhibits the emotionally intelligent individual, i.e. the consciousness of himself, self-management, social awareness and the ability to properly manage relationships. The difference however is that, in this particular case, powers for the proper handling of emotions not only has to do with the individual, but also with the group as a whole (school actors: teachers, managers, specialists, students, administrative staff, workers, parents). Posed before, leads to consider the school actors in the development of the curriculum, as a group, has mood and needs, and act collectively. In the educational institutions with emotional intelligence competencies of teams constitute a kind of continuum that is fed back by itself. In other words the practice of self-awareness of a team takes you to realize the State of mind and the needs of the group, which leads naturally to empathy. Empathy, on the other hand, is the foundation that allows you to establish and maintain effective relationships with the rest of the Organization, taking the team of school actors to create and maintain positive standards and better manage its relations with the outside world. Another important point to raise relates to the management of conflicts that arise in organizations and in this case particularly in educational institutions. Cortese (2005), raises that conflicts in organizations can be interpreted as forces that halan in opposite directions, can seem more a tug of war: it is pushed in a direction and is against something or someone that returns the pressure.