Implica？？es dos níveis de desenvolvimento moral de kohlberg na educa？？o superior

introduction. this article presents the results of a research work about the implications of kohlberg's moral development level in higher education. objective. to identify the state of moral development among higher education teachers, departing from the orientation they give to their lives and to those of their students, and from what they think and say they do for their students' moral education. with the results, an analysis is done in order to establish the implications for the education of teachers. materials and methods. a discussion about the moral dilemmas proposed by kohlberg is made. the teachers answer a series of questions about each dilemma, justifying his/her point of view and finishing with an interview to clarify the contents of the answers. results.11 (64,70%) teachers in the conventional level. 5 (29,40%) at stage 3 - expectations, interpersonal relationships and accomplishment and 6 (35,30%) at stage 4 - preservation of the social system and the consciousness; and 6 (35,30%) at a post-conventional level, all at the stage 5 - the social contract or the usefulness of individual rights. discussion. the results confirm kohlberg's research works, in which it is said that most of people locate themselves in a conventional level of moral development. this leads to a reflection concerning the fact that higher education teachers are at that moral development level and how, then, can teachers be formed to educate children and young people for achieving higher stages. conclusion. there can not be a consciousness about social and educative transformation if the members of a society (or a significant number of its leaders), and especially its teachers, do not reach a post-conventional level under moral development terms.