This research carried out a study on the practice of Mindfulness in the socio-emotional education of adolescents, based on the analysis of the epistemological and ontological aspects that interconnect transdisciplinarity and the practice of Mindfulness, as well as a study on adolescence and emotional processes. Its general objective was to understand, from a transdisciplinary perspective, how the practice of Mindfulness can appear as a transdisciplinary methodology for the education of socio-emotional processes in adolescents. The specific objectives were: to analyze the interrelationship between Mindfulness and transdisciplinarity and to interrelate the practice of Mindfulness with the socio-emotional education processes of adolescents related to self-care, self-knowledge, dialogicity, lovingness and coexistence. In the first part of this work, the concepts and types of Mindfulness protocols are explored, seeking to understand which epistemology underlies this practice. Next, we sought to establish the interrelationship between Mindfulness attitudes and the Transdisciplinarity Charter. The second part addresses the issue of adolescence, presenting a study on its concept, limits and possibilities. There is also a reflection on adolescence, transdisciplinarity and emerging emotions at this time in life. To then move towards an analysis between the practice of Mindfulness and the emotional processes of adolescence, highlighting possibilities of dealing with the emotional suffering of adolescents, from a transdisciplinary perspective of human development in its humanization process. Therefore, this research intended to present the contributions of the practice of Mindfulness in the socio-emotional education of adolescents as a transdisciplinary methodological strategy. The methodology used was a qualitative approach, with a participant observation method and exploratory observation techniques, semi-structured interviews and Mindfulness sessions. Data analysis was based on an interpretative approach, considering concepts of verbal and non-verbal language, to achieve an understanding that encompasses the entirety of the subjects involved. Finally, it was possible to establish that the practice of Mindfulness has the ability to contribute to the socio-emotional education of adolescents, as long as there is a broader project that covers the grades from elementary school II to high school, given that a program in such breadth would provide contact and experience with various emotions, making it possible to make conscious choices for life.