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The present work is characterized as a vertical curriculum design proposal for elementary school, exploring the integration of emotional and relational skills into the school curriculum. The research stems from observation of school and family dynamics, responding to the need to address pupils' questions and curiosities. After a theoretical analysis, recalling philosophers such as Plato, Aristotle and Rousseau, moving through modern approaches on emotional intelligence, a vertical curriculum divided by class is presented: from emotional literacy activities for first and second graders in elementary school, to peer relationships for third graders, to pubertal changes and gender diversity for fourth and fifth graders. The goal is to promote self-awareness, improve interpersonal skills and develop empathy. The aim is to emphasize the need for integrated education that prepares pupils for life's challenges, fostering harmonious and inclusive development through open dialogue between school, families and community.