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espanolIntroduction. For decades theSocial Justice concept in education has been studied alongside and the possible implications of its useas a tool to promote more prosocial societies. Basedon Nancy Fraser's multidimensional Social Justice Model, a program was designed to promote prosociality in 6th grade primary school students. The main objectives of this research were to become acquainted with the student’s representations of Social Justice and to promote prosociality through a preliminary implementation of a designed educational program. Method. The methodology was based on eminently participative workshops inspired by cooperative learning. After an initial evaluation of the students representations of Social Justice, a preliminary implementation of a socio-educational program was carried out with 84 students from various educational schools in Madrid (Spain). This program was structured in three main modules: 1) Discovering Social Justice; 2) Skills to discover and solvesocial injustices; and 3) Creating a common framework of Social Justice to coexist prosocially. At the end of the program, the changes in theSocial Justice representations of the students were quantitatively evaluated. Results. The results showed improvements in the Social Justice representations that were evaluated at the beginning of the preliminary program, as well as in the ability to identify social injustices derived from the various trilemmas analyzed. Furthermore, significant improvements were evidenced in most of the trilemmas evaluated, showing thatthe students demonstrated a greater pro-sociality in their approach. Thus, the socio-educational program was effective regardless of gender and type of school to which the participating students belonged. Discussion and Conclusion. Based on this applied preliminary experience, the scope of the so-cio-educational methodology is discussed inorder to promote prosociality through the principles based on Education for Social Justice. We concluded these kinds of programs are capable of promoting a more prosocial coexistence of the students inside and out of the classroom, promoting a greater understanding of the injustices lived by other people. Finally, some detected limitations and possible improvements for the definitive implementation of the program in the future are also discussed. espanolIntroduccion. Desde hace decadas se ha estudiado el concepto de Justicia Social en la educacion y las posibles implicaciones que tiene como herramienta para promover sociedades mas prosociales. A partir del modelo multidimensional de Justicia Social de Nancy Fraser, se diseno un programa para promover la prosocialidad en estudiantes de 6o curso de educacion primaria. Los principales objetivos de estudio fueron conocer las representaciones de Justicia Social que tenia el alumnado y promover la prosocialidad mediante la implementacion preliminar de un programa socioeducativo disenado. Metodo. La metodologia se baso en talleres eminentemente participativos e inspirados en el aprendizaje por cooperacion. Despues de una evaluacion inicial de las representaciones de la Justicia Social del alumnado, se realizo una implementacion preliminar de un programa socioeducativo disenado en 84 estudiantes de diversos centros educativos de Madrid (Espana). Dicho programa se estructuro en tres modulos principales: 1) Descubriendo la Justicia Social; 2) Habilidades para descubrir y solucionar injusticias sociales; y 3) Creando un marco comun de Justicia Social para convivir prosocialmente. Al finalizar el programa fueron evaluados cuantitativamente los cambios producidos en las representaciones de Justicia Social del alumnado. Resultados. Los resultados mostraron mejoras en las representaciones de Justicia Social evaluadas al inicio del programa preliminar, asi como, en la capacidad de identificacion de injusticias sociales derivadas de los diversos trilemas planteados. Ademas, se evidenciaron mejoras significativas en la mayoria de los trilemas evaluados, mostrando el alumnado una mayor prosocialidad en el abordaje de estos. Asi, el programa socioeducativo se mostro eficaz independientemente del sexo y el tipo de centro educativo al que pertenecia el alumnado participante. Discusion y conclusiones. En base a esta experiencia preliminar aplicada se discuten los alcances de la metodologia socioeducativa de cara a promover la prosocialidad mediante los principios basados en la Educacion para la Justicia Social. Se concluye que programas de este tipo pueden promover una convivencia mas prosocial del alumnado fuera y dentro de las aulas, fomentando en estos una mayor comprension de las injusticias vividas por otras personas. Por ultimo, exponen algunas limitaciones detectadas y posibles mejoras para la implementacion definitiva del programa en el futuro.