This paper reports on the introduction of an exploratory program on emotional development, "Drawing Emotions," through which instructors try to: (1) help the child learn how to deal with feelings; (2) ascertain relational difficulties; (3) apprehend their own questions which were not answered; and (4) interfere in the presence of risks and development crises. To change the conceptions of teaching and learning, the first step was a collaboration among university teachers, elementary teachers, and 8- and 9-year-old students, in which the students made some drawings about emotional subjects that revealed the "difficulty" of social and emotional processes related to daily family experiences. A qualifying analysis of those drawings was made according to the thematic contents of Marge Heegaard (1988) related to family difficulties (traumatic situation, serious disease, death of a family member, separation and divorce, etc.). The "Drawing Emotions" program was organized into 10 modules that were subdivided into large themes, and the paper details the use of those modules and themes. Three hundred drawings showed frequently the use of family models and media, in which were identifiable emotional expressions and normal attitudes in occidental societies. These common figurative drawings could be distinguished according to aspects such as sex and socio-cultural system. Contains 29 references. "Drawing Emotions" program material is attached. (BT)