This research carried out a study on the practice of mindfulness in the socio-emotional education of adolescents, from a transdisciplinary perspective. The general objective of the research was to understand, from a transdisciplinary perspective, how the practice of mindfulness can appear as a transdisciplinary methodological strategy for the education of socio-emotional processes in adolescents. The theoretical studies were based on reference authors in the systematic practice of mindfulness in the West (Kabat-Zinn,2017; Goleman and Davidson,2017; Wallace, 2009 and 2019) ; as well as (Demarzo,2015 and 2020) who has studied the benefits of the aforementioned practice in an educational and corporate context, in addition to consulting bibliographies on the ancestral teachings of meditation practice (Jinpa,2016; Palmo,2014). Regarding transdisciplinarity, this research was based on authors such as (Morin, 2000, 2015 and 2021; Moraes,1997 and 2021; Nicolescu,1999; Ferreira 2016 and 2021). To substantiate sociological, psychological, neurophysiological, and transdisciplinary concepts about adolescence were studied respectively (Aspesi.2008; Sirota, 2007, Santrock, 2014; Calligaris, 2011; Siegel,2016 and Ferreira 2022 and 2024). 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, its limits, and its possibilities. There is also a reflection on adolescence, transdisciplinarity and emerging emotions at this moment in life, to then move towards an analysis between the practice of mindfulness and the socio-emotional processes of adolescence, highlighting possibilities of dealing with the emotional suffering of/ adolescents, from a transdisciplinary perspective. Therefore, this research intended to present the contributions of mindfulness practice in the socio-emotional education of adolescents as a transdisciplinary methodological strategy. The methodology used was: qualitative approach (Minayo, 2011), participant observation method (Angrosino, 2009) and data construction techniques (exploratory observation, initial and final survey questionnaire, semi-structured interviews, notes on teaching material and Mindfulness sessions). Data analysis was based on the interpretative analysis technique (Machado, 2015) considering concepts of verbal and non-verbal language, with the objective of achieving an understanding that encompasses the entirety of the subjects involved. Finally, it was possible to verify that the practice of mindfulness has the potential to contribute to the socio-emotional education of adolescents, as long as there is a broader project that covers the grades from Elementary School to High School, since a program with such breadth it would provide contact and experience with various emotions, making it possible to make conscious choices for life.