With regard to the management of emotions to enhance organizational learning in the curriculum of educational institutions, is based on the same powers which displays the emotionally intelligent individual, ie self awareness, self-management, social awareness and ability to properly manage the relationships. The difference however is that in this particular case, the 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, staff , staff workers, parents and / or representatives). Raised as soon leads to the conclusion that the actors in the development of school curriculum as a group has mood and needs, and act collectively. In the educational institutions with emotional intelligence competencies of the teams are a kind of continuum that feeds itself.

In other words the practice of self-consciousness of a team led him to realize the mood and needs of the group which leads naturally to empathy. Empathy, in turn, forms the basis for establishing and maintaining effective relationships with the rest of the organization, leading the team of school stakeholders to create and maintain standards and manage positive better relations with the outside world. Another important point to raise is related to the management of conflicts that arise in organizations and in this particular case in educational institutions. Cortese (2005), suggests that organizational conflict can be interpreted as forces that pull in opposite directions, may seem more of a tug of war: it is pushed in one direction and opposes anything or anyone who returned the pressure.