The objective of this article is to unveil the main historical trends of the process of emotional education at the baccalaureate level in Ecuador. For its development are used methods of theoretical and empirical level, specifically: analysis-synthesis, historical-logical, as well as documentary analysis, interview and questionnaires to students and teachers. The fundamental scientific result is the establishment of three historical trends in the process of emotional education at the baccalaureate level in Ecuador, which account for theoretical and methodological failures in the educational process. The scientific reliability of the same is confirmed as part of the doctoral thesis of the first author.