The Formative Potential of the Tragic in Basic Education and Socioemotional Development through the Drama of Hrotsvitha of Gandersheim

Abstract

This article aims to analyze how the study of tragedy and tragic knowledge can contribute to human formation and socio-emotional development in elementary education. The research problem stems from the observation that tragedy, as both an artistic and philosophical expression, remains underexplored in basic education, despite its formative potential. This gap may limit students' ability to develop empathy, critical thinking, and resilience in the face of everyday challenges. Methodologically, the study adopts a qualitative and bibliographic approach, grounded in the assumptions of Social History, with particular attention to the concept of long duration. The play Sapientia by Hrotsvitha of Gandersheim (935–1002) is used as an analytical source to understand the educational aspects of medieval theater as the theoretical-methodological basis of this study. The results indicate that tragedy, when integrated into the school curriculum, fosters reflection on the human condition, stimulates self-awareness, enhances empathy, and encourages relevant ethical and social discussions. The analysis of the play highlights the pedagogical role of theater in the transmission of values and the moral formation of students. It is concluded that the systematic inclusion of tragic knowledge in elementary education can enrich the educational process, promoting more humanized learning and better preparing students to face adversities with greater maturity and reflection.