This research aimed to describe the role of emotional control that educational institutions and
their actors exercise when faced with the emotional expression of teachers in the classroom.
In this article, discoveries made at a public preschool in Bogotá are explained. An institutional
ethnography was performed, creating a pedagogical profile through a documentary exam, direct
observations, and interviews with members of the educational community. The emotional
institutionalization was barely developed at the preschool level, a rupture between this and the
rest of the educational levels (not only pedagogical and curricular but also emotional), an absence
of control on the part of the parents, causing a relapse of the emotional action of the teacher.
Vocation and experience were the factors that modeled such an action.