<p>University teaching has to respond to social demands, and establish links between what is taught in the classroom and what happens in society. For this reason, we chose to introduce the theater of the oppressed (TO) in the English as a foreign language class, in order to make students reflect on situations of oppression and how they can change them. The methodology is qualitative-descriptive. Different activities defined around the principles of the theater of the oppressed will be presented with the aim of introducing a justice perspective in the English as a foreign language class at the university level. At the end of the term, students answered a questionnaire anonymously. Results show that students consider working with role-playing games based in the theater of the oppressed in the classroom contributes to their integral formation, in addition to promoting cooperative work, as well as the integration of the emotional component in the learning process. It also highlights students' belief that the introduction of TO in the teaching-learning process has contributed to favoring a social justice perspective in the classroom. Therefore, we are faced with an appropriate pedagogical tool to introduce social issues and emotional competencies, while working with English language skills.</p>