The topic of this thesis is the role of the emotional ecology of educational institution in achieving collaboration with families. Emotional ecology refers to the climate within an educational institution that can help or hinder the development of interpersonal relationships, and this thesis focuses on the emotional ecology formed under the influence of neoliberalism. Neoliberal discourse, with its focus on education that is oriented towards the needs of the labor market, imposed the emotional intelligence of experts as an imperative for achieving emotional relationships. This also influences the relationships educational workers form with families. Therefore, the aim of this research was to analyze the effects of imperative emotional intelligence on the collaboration between schools and families. The study employed critical pedagogical, poststructuralist, and feminist perspectives and the conceptual framework of emotional ecology. The analysis showed that by disciplining teachers' emotions through emotional distancing, silencing conflicts, and emphasizing productivity, a neoliberal emotional ecology is created. Such an ecology serves to maintain the status quo and it privileges families that can successfully meet the school’s existing demands. These results show that disciplining emotions is untenable in the context of collaboration. Hence, the research proposes emotions be viewed instead as transformative forces with the potential to change existing inequalities and oppressive relationships.