Level of prosocial moral reasoning in students

This research analyzes the complexity of prosocial moral reasoning in initial teacher training, focusing its attention on students of the Bachelor's Degree in Biology Teaching and Learning at the Escuela Normal Superior de Jalisco. The study starts from a fundamental ethical contradiction: the gap between the institutional discourse of the New Mexican School (NEM) -which positions the teacher as an agent of change and promoter of gender equality- and the daily praxis, where collaborative work usually succumbs to apathy, isolation or a purely bureaucratic compliance. Under a mixed approach of exploratory descriptive scope, an intervention strategy based on the technique of *role-playing* applied to moral dilemmas about gender violence was designed and implemented. This methodology allowed the students, organized in mixed teams, to dramatize conflicts of ethical transcendence, exploring feelings and perceptions that influence their behavior.