Emotions in education and teaching are overlooked, pathologized and individualized. The emotional development received greater attention with the development of the concept of emotional intelligence, but emotions are still perceived to be a tool for facilitating cognitive development and decontextualized. Programs of socio-emotional learning are aimed at suppressing underage violence and pregnancies, misuse of drugs, and, partly, at positive youth development. The programs’ curriculums are neither clearly theoretically defined nor methodologically validated; therefore it is difficult to gauge their efficacy. Their problem also stems from the fact that they are neither integrated in academic study curriculums, nor have the educational staff handbooks on how to adequately conduct them been developed. The contribution of emotional intelligence research is unquestionable in elucidating the role of emotions in cognitive processes of learning, memorizing and thinking, but the hierarchical understanding of emotions and rationality as well as a neglected emotion value component has been retained. Feminist pedagogy offers a deeper understanding of emotions and emotional development, contextualizes them, and indicates their value dimension. The goal of the paper, based on a study of relevant professional and scientific literature, is to present the insights and practices of feminist pedagogy as an addition to the existing understanding of emotions and their role in the educational process. Starting from the founding of feminist pedagogy, requests for emancipation as a goal of education and concepts of conscientization, dialogue and hidden curriculum, it has portrayed ways of disempowering women in education and teaching. The pedagogy of discomfort and gender-sensitive didactics have been presented as the base for critical emotional literacy. Critical emotional literacy stems from the inscribed habits of inattention used to highlight the adopted gender feeling rules found in textbooks and the relationship of teachers towards students, as well as the cooperation and self-reflectiveness of everyone involved in the educational process.