Contributions of Greek literature to teaching knowledgeAbstract
This essay examines the contributions of Greek literature to contemporary education and its applicability in the school context. Using Homer’s Iliad and Hesiod’s Works and Days as examples, it demonstrates how literature can constitute an essential source for teaching knowledge. The study presents a lesson plan based on the use of theater as a strategy for developing the students’ cognitive and socio-emotional skills. The methodology of the adopted plan is based on intertextuality and the didactic adaptation of classical texts, highlighting their importance in the moral and intellectual development of students. The research emphasizes the central role of classical literature in the construction of teaching knowledge and the challenges inherent in its implementation in the school setting.
Keywords
History of education; classical literature; theater; teaching
Resumo
Este ensaio examina as contribuições da literatura grega para a educação contemporânea e sua aplicabilidade no contexto escolar. A partir das obras Ilíada, de Homero, e Os Trabalhos e os Dias, de Hesíodo, expõe de que modo a literatura pode constituir uma fonte essencial para o saber docente. O estudo apresenta um planejamento fundamentado no uso do teatro como estratégia para o desenvolvimento de competências cognitivas e socioemocionais dos alunos. A metodologia do plano adotado baseia-se na intertextualidade e na adaptação didática dos textos clássicos ressaltando sua importância na formação moral e intelectual dos alunos. A pesquisa enfatiza o papel central da literatura clássica na construção do saber docente e os desafios inerentes à sua implementação no ambiente escolar.
Palavras-chave
História da Educação; Literatura Clássica; Teatro; Docência
Introduction
Knowing classical humanistic literature means referring to the past through mythological, poetic, literary, historical, philosophical and political sources that marked the formation of past societies. Antiquity authors exposed beliefs and values that communicated, in their works, references that became examples of an educated life consistent with their time. From this perspective of studies in history of education, this essay addresses education by means of classical texts, demonstrating how they can be simply and directly adopted in school settings and, thus, contribute to the current teaching knowledge.
This is an introductory academic work for those interested in learning about classical literature and education sources and how they can be implemented. In general, and reasonably, this text understands literature as a means of knowing education in Antiquity, based on the Greek tradition that seeks to educate the individual by focusing on intellectual, moral and cultural development. Therefore, the objective of this essay is to teach how to think critically, communicate well and act ethically and responsibly, in order to prepare the subject for life in society (Jaeger, 2001).
Specifically, the research was limited to the scope of the Greek tradition, having the Homeric classical literature as a source through productions that could present examples and evidence that could be analyzed and adapted for practical use, so the analytical findings were not restricted to theoretical conclusions.
Methodologically, a bibliographic research was carried out using Greek education and literature historians. Based on the selected sources, the purpose of the research was to produce new knowledge that would be useful for the advancement of scientific thinking in education (Silva & Menezes, 2001). Therefore, bibliographic research does not constitute a patchwork of citations or repetitions of what has already been said on a given subject, but the result of a careful examination with a focus and approach that can contribute to innovations (Marconi & Lakatos, 2005), as it raises new questions that contribute to the scientific production process.
Accordingly, the development of the research was based on what Borges (2007) believes to be fruitful in exploring the dialogue between past literature and contemporary authors, relating themes such as time to memory and intertextuality and showing how classical ideals can contribute to modern thought. From the same perspective, and consistently with the theme under study, Eliot (1998) believes that the authentic source is the rooted result of previous literary traditions, in a continuous dialogue with the past. The study of classical works is, in this sense, a means of expanding and refining our understanding of current literature.
According to Frye (2017), literature connects readers to elements that are beyond the grammatical understanding of the text, referring to a primitive origin, since these stories reflect the cultural landscape of the first societies. The author attributes to the presence of literature in everyday life the role of promoting good reading, speaking and writing, in addition to considering the education of the imagination as a means of individual protection and resistance to the illusions of mass culture (Frye, 2017).
The research adopted the following steps: first, location of sources, followed by careful reading and selection of material that could contribute to the proposed activity; thirdly, information was recorded, analyzed and ordered (Severino, 2016); finally, we prepared lesson plans in which the old examples could be thought and adapted for use in schools.
Considering that studies in history of education go beyond their own sources, it was necessary to seek in other fields of knowledge the understanding of an era. In his essays on aesthetics, Schiller (2002) argues that artistic and literary creation must be guided by universal principles that transcend time. The author understands art as a form of moral and aesthetic education, deeply rooted in classical traditions, and literary works as an extension of classical thought. Therefore, citation of and intertextuality with authors such as Homer and Hesiod are fundamental parts of the process of an elevated education. For this research, the choice was to analyze the languages of literature and theater as examples of classical education.
For selection of literary works, we searched references in Ancient Greek education: Homer’s Iliad; and Hesiod’s Works and Days, specifically representations of the period didactically named as Homeric period (1200–800 BC) (Romilly, 2001). The historical, mythological and literary references selected are the full texts translated into Brazilian Portuguese. Secondly, we analyzed some adaptations of these texts that could be used by Basic Education teachers.
Research delimitation
Ancient History, in many cases, refers to an era prior to writing, in which the importance given to language and orality is related to a form of identification of these peoples. Chronicles, stories, myths and allegories constituted the poetic imaginary of the Homeric Period until the political and cultural apogee reached with the consolidation of the city-states of the Classical Period. Therefore, Hellenic people recognized themselves by language, and the adoption of writing, influenced by the Phoenicians, enabled them to record known works, authors and characters of their stories.
The works of Homer and Hesiod also contain lessons related to behavior in society that referred to a moral ideal. Their texts informed the identity, imaginary and mentality of an era and of an education of human relations. The stories that told the origin (theogony) and its relations with humans (theodicy) represented “a whole manual of practical morality, teaching, by means of examples, all the precepts, starting with those of puerile and virtuous civility; better still: through the practice of allegorical exegesis, Homer was used to illustrate his own philosophy” (Marrou, 2017, p. 43, our translation).
After the works underwent selection, reading, analysis and critique, we sought to carefully extract the meanings conveyed by their authors that represented the worldview (Kant, 2012) of an era and its educational elements. For a targeted reading and the understanding of the knowledge extracted, the text was organized in a directive manner, emphasizing the potential for use as a practice.
Educational content of the Iliad
About the Homeric Period, we analyzed two authors, Homer and Hesiod. From Homer, we elected two characters, Achilles and Hector; and, from Hesiod, the characters Hesiod and Perses.
Historically, the Homeric Period marked the end of the Mycenaean Civilization and the beginning of a new phase of culture, in which education based on oral tradition played a key role. During this period, of centuries marked by invasions and conquests, education was strongly rooted in poetics. Homer’s works, such as Iliad and Odyssey, were the central texts of this educational process. With heroic and mythical stories, young Greeks not only learned combat skills, but also ethical and social values.
The Iliad narrates the Trojan War, a legendary conflict between the Achaeans (Greeks) and the Trojans. According to the narrative, this war began when Paris, prince of Troy, kidnapped Helen, the wife of Menelaus, king of Sparta. Homer’s poems show the heroism and tragedy of this war using figures, such as Achilles and Hector, to teach virtues such as courage and sacrifice. One of the most significant passages of the epopee expresses Achilles’ desire to face his destiny to seek glory (Homer, 2017).
Achilles is one of the main heroes of Greek mythology and the protagonist of the Trojan War. He is described as the greatest warrior of the Achaeans and is the son of Peleus, a mortal man, and Thetis, a sea goddess. The poem tells that, from a young age, Achilles was raised to become the greatest of heroes, but with a crucial dilemma: having a long and peaceful life, without glory, or a short and glorious life. As a hero, Achilles chooses immortal glory on the battlefield, even though he knew he would die young.
In this context, Achilles is an invincible warrior, except for his heel, his only vulnerable point. Early in the poem, the hero is overwhelemd by a deep ire against the Greek leader Agamemnon, who takes his slave Briseis. Feeling disrespected, Achilles refuses to fight, retreating from the battlefield. Without Achilles, the Greeks suffer heavy losses, and the Trojans, led by Hector, advance. Hector, the Trojan prince, is the main defender of his city and a morally upstanding leader. He fights with courage to protect Troy, his family, and his people. Hector is also a tragic character, aware that, even fighting bravely, Troy is doomed to defeat.
The plot culminates with Hector killing Patroclus, Achilles’ friend and comrade-in-arms, who was fighting with Achilles’ armor in an attempt to save the Greeks. Patroclus’ death awakens in Achilles an uncontrollable desire for revenge. He returns to the battlefield with a devastating fury, determined to kill Hector. Achilles and Hector finally clash before the walls of Troy.
Hector, knowing he is doomed to defeat, faces Achilles with courage, but is defeated and killed in combat. In this excerpt from Book XXII, it is possible to understand Achilles’ war skill and preparation as a warrior by analyzing how his definitive attack would be: “One could only see the part where from the shoulder separates the collarbone and the tender neck, the throat, where the attack is fatal to the soul. When advanced against him, Pelides1, there he buried his long shaft, stabbing the bronze tip to his soft neck” (Homer, 2017, p. 458, our translation).
In a gesture of humiliation, Achilles ties Hector’s body to his chariot and drags him around the walls of Troy. Hector’s body is finally rescued by his father, King Priam, who goes to the Greek camp to beg Achilles for a truce to bury his son. This final act of compassion closes the Iliad, highlighting the themes of honor, courage, and the tragic fate of heroes. The relationship between Achilles and Hector symbolizes the conflict between individual heroism and collective responsibility, both of which are portrayed as complex figures, driven by honor and fate.
Achilles as an educational figure
As a character in the Iliad, Achilles represented a heroic ideal for the ancient Greeks. He was the symbol of areté, or excellence, both physical and moral, which was the aim of every Greek citizen. His choice to pursue immortal glory at the expense of a short life was seen as an example of dedication to duty and honor, which were core values in Greek society at the time, which was constantly subject to invasions and conquests.
From an educational point of view, the Achilles character taught young people the importance of heroism, honor and the fulfillment of destiny. He showed that a warrior’s life implied difficult choices, in which personal sacrifice in the name of a higher ideal was admirable. In addition, his choleric temperament demonstrated his human flaws, which also functioned as warnings, as they showed that even the greatest heroes could be consumed by their emotions and that it was necessary to balance bravery with temperance and compassion. That means that the hero was not perfect and had his weaknesses. The below passage from Book I shows the effects on Achilles when Criseide was removed from his arms: “Sing to me the fatal Cholera – oh goddess – of Achilles Pelides, which was the cause of the Achaeans suffering countless labors and the Souls of numerous and enlightened heroes falling into Hades, leaving themselves taken to the dogs and as pasture for the birds” (Homer, 2017, p. 55, our translation).
Therefore, Achilles educated by virtue as well as by error, serving as an example of how one’s actions can affect the entire community and how the pursuit of glory should be balanced with wisdom and self-control. In short, Achilles was an educational figure for ancient Greece because he represented the heroic ideals of virtue, courage, and honor, while his defects, such as lack of emotional control, offered valuable lessons.
Hector as an educational figure
In educational terms, Hector offers a valuable counterpoint to Achilles. While Achilles is driven by his pursuit of individual glory, Hector is driven by his commitment to the community and his loyalty to the family. He represents the ideal of the leader who places the collective good above his personal interests, which the Greeks valued immensely in the figure of a good citizen and ruler.
Hector taught young people the importance of the civic responsibility of personal sacrifice and moderation. He did not seek glory for glory’s sake, but rather the preservation of his city and his people. This characteristic makes Hector an example of civic virtue and dedication, especially in the Greek context, in which the leadership of the polis (city) was a fundamental value.
Hector’s relationship with his family, especially with his wife, Andromache, and his son, Astyanax, has another educational aspect: he is not only a warrior, but also a devoted father and husband. His encounter with Andromache, told in Book VI, shows the cry of his wife, who begs him not to return to the battlefield, exposing the conflict between public duty and the desire to protect his family. Andromache says:
You are my father now, my noble mother, a brother too, and you are my husband, young and warm and strong. … Hector said in reply, the warrior breaker of horses: All this weighs on my mind too, dear woman. But I would die of shame to face the men of Troy and the Trojan women trailing their long robes if I would shrink from battle now, a coward. I’ve learned it all too well. To stand up bravely, always to fight in the front ranks of Trojan soldiers.
(Homer, 2017, p. 167)
Hector is also a tragic symbol. His death at the hands of Achilles is not only the defeat of a warrior, but the downfall of a leader who fought to the last breath to save his city. His tragedy teaches about the inevitability of fate and the need to face adversity with dignity and courage, even when the outcome is unfavorable.
Hector vs. Achilles: contrasting lessons
While Achilles is admired for his individual strength and unbridled courage, Hector is revered for his sense of duty and selfless sacrifice. Both are heroes, but with very different approaches to what it means to be a hero: Achilles represents the pursuit of personal glory and the struggle with one’s destiny; Hector exemplifies the hero who fights for the common good, for the family and for the city, even though he knows that defeat is inevitable.
This opposition between the two characters offered important lessons to the young people of the time. Hector teaches that the true hero is the one who fights for the collective good and that sacrifice and responsibility are indispensable qualities for a leader.
Hector is an educational figure for his dedication to duty, his moral courage, and his love for his family and the city-state. He teaches the Greeks and all who study Homer’s work that the true value of a hero lies not only in his physical strength or in his pursuit of individual glory, but also in his responsibility to others and his ability to sacrifice himself for the common good.
The two models of heroism, represented as archetypes, Achilles and Hector, were examples for young Greeks, who were taught to face challenges with the honor and bravery of Achilles and with a sense of community and family responsibility, like Hector. Homer’s heroic ideal not only educated but also promoted the sense of collective identity, informing Greek citizens in all aspects of life.
This example is explained by Marrou (2017) in the understanding that the true heroic spirit should be the balance between the two models, as a gentleman who sought his education, for his effort and for the strengthening of a warrior, intellectual and courteous spirit, as well as for being the owner of his emotions, focused on leadership and protagonism in his group.
Works and Days, by Hesiod
If Homer conveyed heroic values, Hesiod, in Works and Days, offered a deep understanding of the relationship between man and the gods. He is prominent as a source of moral and practical lessons for the daily lives of Greeks, especially peasants and farmers.
It is a poem addressed to Perses on the importance of hard work and justice. Hesiod, narrator and author of the work, who assumes the role of moral counselor, believes that hard work is the key to a prosperous and just life. Perses, the brother of Hesiod, is criticized for his laziness and for trying to obtain wealth unjustly through corrupt judicial decisions. Hesiod rebukes Perses for his lack of effort and warns him of the consequences of laziness and injustice.
Give heed to Justice, and put violence entirely out of your mind!
This is the law that Cronus’ son has established for human beings:
that fish and beasts and winged birds
eat one another, for there is no justice among them;
But to human beings, he gave justice, which is far the best;
for if anyone wants to proclaim the right things
wisely, the longevous Zeus gives them prosperity;
but whoever deliberately swears with perjury and,
lying, offends Justice, commits an irreparable crime;
their offspring in the future becomes obscure,
but the offspring of the man faithful to the oath will be better.
(Hesiod, 1996, p. 43)
The work teaches, therefore, that hard work, justice , and honesty are essential for prosperity. Hesiod presents a moral vision, in which the gods reward those who work with dedication and punish the idle or unjust. The poem offers practical advice on farming and the best times for planting and harvesting, while reinforcing the value of effort and ethical behavior. In short, Works and Days is a moral and practical guide, in which success and harmony in life depend on constant effort as a path to a just life.
Educational content of Works and Days
As for human values, Hesiod teaches that work is a fundamental virtue and idleness leads to poverty and misfortune. He instructed the peasants on the growing seasons and how to work the land to ensure good harvests, emphasizing that productive life is blessed by the gods.
The work contains lessons on justice, advocating against corruption and greed. Hesiod argues that men should live justly and honestly, for the gods punish the unjust and reward the virtuous. He cites Zeus as the guardian of justice and warns against committing immoral acts.
From this perspective, Hesiod criticizes the unjust decision, made by corrupt judges, that favored Perses in the dispute over inheritance, and emphasizes that an injustice will eventually be punished by the gods. He teaches that justice and equity are fundamental for a life in harmony with others and with divine laws. The poem also uses myths to illustrate moral lessons. One of the most important myths is that of Pandora2, the first woman created by the gods, who opened a jar (later interpreted as a box) containing all the evils in the world. This myth serves as a warning against curiosity and disobedience.
Hesiod also preaches moderation and self-sufficiency as virtues. He encouraged men to live according to their means, without depending on others or exploiting the weak. This reflects the agricultural and peasant ethics that permeated Greek society at the time. Hesiod instructs Perses to live modestly, not trying to earn more than necessary and not depending on simple riches or favors. Moderation and self-sufficiency are presented as the best ways to live a tranquil and honest life. As the author says: “Then you may wrangle, struggling to obtain other men’s goods. A chance shall come no more to do this. Let’s set straight our wrangling with Zeus’s laws, so excellent and fair” (Hesiod, 1996, p. 25).
Hesiod’s work provided a guide of conduct to ordinary Greeks, showing that honest work and respect for divine norms were essential for living in harmony with the gods and the community. The education promoted by the poet is focused on daily life, valuing work, justice and prudence. While young Greeks learned heroic values from Homer, Hesiod taught the ethics of ordinary life, informing individuals aware of their responsibilities and the importance of effort and justice in their lives.
These lessons on work, justice, and respect for the divine order were fundamental in the education of the Greeks, for they reinforced the importance of a morality based on obedience to divine laws. The hierarchy between gods and men, described by Hesiod, was seen as a reflection of the social and political order that governed Greek society. Hesiod’s work, like Homer’s, contributed to a type of education, both in its spirituality and in the development of its civic character.
Theatre as an educational model
It is noted that the use of theater as an educational method in this project is based on the classical Greek tradition, specifically on Homeric education, which aimed for integral education of the individual. Greek education prepared the youth not only for the mastery of weapons and sports, but also for rhetoric, poetry and reflection on human values. The training made no sense if it could not be put to the test in competitions, at which time skills were tested and excellence (areté) was achieved. Theater was used to portray moral dilemmas and civic issues, becoming a powerful educational tool that not only conveyed mythical stories but also explored human nature, emotions, and social and political relations. It was used to shape citizens aware of the ethical dilemmas that arose in their lives (Vernant, 2008).
Working with theater based on Greek literature, today, enables youth to: (i) develop empathy, as, by playing complex characters, students experience dilemmas and emotions from different points of view; (ii) improve reading and text interpretation skills with the adaptation of classic texts, developing the ability to deeply analyze the nuances of a work; and (iii) develop teamwork, since theater is a collaborative activity, in which each student plays a crucial role, either as an actor or part of the technical team, creating an experience of interdependence and collaboration.
Selecting theater as the main pedagogical strategy is a means to recover the Greek cultural heritage, which values competition as an instrument of motivation and accomplishment. Competition between two teams, each representing a Homeric work – The Iliad and Works and Days – mirrors the ancient practice of challenges in which young Greeks competed for honor, recognition and the improvement of their skills.
Thus, the choice of theater as a methodology, combined with competition between groups, encourages students to try harder and pursue success by means of dedication and teamwork, which are values deeply rooted in the Greek educational tradition. The next section presents the plan, having as a source the classic examples and indications guiding education.
Plan: theater at school
The plan is a guiding document for teachers to visualize the possibility of different sources creatively with students. Its organization was designed so the activities can have a logic of learning, interaction and engagement of the teams composed of students, teachers, coordinators and others who engage and contribute.
Analysis, challenges, and strategies for the use of classical Greek theater and literature as a pedagogical practice
Greek literature works, such as Iliad and Works and Days, were and continue to be essential to the understanding of Western culture. These epopees, recognized not only for being artistic records and sources of an ancient imagery, were also moral, aesthetic, civic and philosophical sources that guided the character of an era. Illustrative examples of honesty, justice and heroism are treated as dilemmas faced by the characters that provide readers – in this case students – with the opportunity to reflect on fundamental issues of life in society.
Valuing reading, focusing on classical Greek literature, fosters critical thinking and the development of argumentative capacity, since many of these works do not present simple answers to the dilemmas proposed, inviting readers to examine the complexity of human choices. Working with these texts in the school setting provides opportunities for reflection on timeless issues, such as courage, destiny, pride, work and justice, developing a broad view of the meaning of living ethically and responsibly (Jaeger, 2001).
Theater based on classical Greek literature offers a practical and engaging learning experience. Playing characters such as Achilles, Hector, Hesiod and Perses awakens in students not only the desire to read and understand the texts, but to relive the dilemmas and virtues of these figures. Theater develops skills such as verbal communication, body expression, teamwork, and creativity. Concomitantly to these practical skills, there is a deeper intellectual development, since students will need to interpret the characters, understand the historical and cultural context, and adapt the values and lessons to their own realities (Vernant, 2008).
The skills provided for in the BNCC, such as critical thinking, protagonism and problem-solving, are widely explored through theater. Theatrical activity in school based on classical literature also promotes the development of social-emotional skills by creating an environment in which students work together to achieve a common goal (Spolin, 2008).
In this regard, Greek literature and theater offer children and young people an educational experience that transcends mere theoretical learning. They come to experience essential values of Greek paideia, such as courage, justice and respect for the community, while improving their intellectual skills, such as critical reading and interpretation of texts. This type of education favors what is considered to be an education capable of encouraging students to be citizens that are responsible, reflective and conscious of their actions (Spolin, 2008).
Therefore, contact with literature also awakens a spirit of curiosity and the desire for knowledge, which are essential for intellectual growth. The practice of interpreting, adapting and staging classical texts develops intellectual autonomy, while cultivating appreciation for history, philosophy and culture, raising young people with a more complete and well-founded worldview (Nussbaum, 2015).
While the benefits of classical literature are recognized, there are still significant barriers to its effective implementation in schools. The first difficulty is related to teacher training, which often lacks a more in-depth preparation in classical culture and Greek literature. It is not necessary to be a deep expert in classical literature, but it is important that the person responsible for planning knows the full texts for a safe approach.
Another challenge is posed by the students’ distance from classic books and texts. Many students feel unmotivated to read classic works, which require more attention and reflection (Desmurget, 2021; Pennac, 1993). Archaic language and dense content, with philosophical and complex themes, may seem distant from the immediate context of youth, an educational landscape dominated by digital and fast stimuli. This factor can make it difficult for students to initially connect with books, requiring teachers to make an extra effort to adapt and contextualize texts in an accessible way.
In this context, teacher training emerges as a critical aspect. Theater requires specific skills, such as body expression, teamwork and mastery of narrative techniques, which should be part of teacher training for a better conduct of theatrical activities. The lack of this knowledge can result in insecurity and limitations in the ability to fully leverage the pedagogical potential of this methodology.
Another significant obstacle concerns the availability of time and space resources. Theatrical rehearsals require several sessions for the development of the text, interpretation and setting, and may not fit into an already overloaded curriculum of subjects and content. In addition, few school settings offer adequate spaces for rehearsals and presentations, such as auditoriums or stages. The scarcity of materials for costumes, lighting and sonoplasty can also limit the quality of productions and, consequently, compromise the quality of student engagement. In an era dominated by digital technologies, practices such as theater, which require time, dedication and public exposure, can be seen as uninteresting or intimidating by many students.
The issue of students’ own self-confidence is also a challenge to be faced. Many students may feel uncomfortable or insecure when performing in front of peers, especially at ages when insecurity and shyness are common. The fear of failing or being judged by peers also constitutes common barriers that can hinder active participation, requiring educators to take a careful approach to encourage students, build an environment of trust, and enable them to express themselves authentically and confidently.
In summary, theater at school faces several practical and pedagogical challenges that may limit the scope and depth of the proposed activities. The set of skills required by theater, which go beyond the usual skills of the school curriculum, such as body expression, diction, stage control and acting, demands specialized guidance from teachers. Overcoming these challenges requires creative strategies on the part of teachers and the school, such as the use of interdisciplinary adaptations and the use of visual and technological resources that bring students closer to this literary universe.
With regard to the role of schools, it is essential that they implement strategies that not only minimize obstacles, but highlight the educational impact of theater. To this end, an initial approach involves teacher training to offer specific workshops on theatrical expression, educational theater and body expression workshops, as well as interdisciplinary methodologies; actions that can prepare teachers to conduct projects confidently and creatively. Partnerships with local theatrical artists or groups can also enrich the training process for both teachers and students (Spolin, 2008).
In this context, the integration of theater into the regular curriculum can facilitate its implementation, and theatrical activities can be aligned with content from subjects such as Portuguese, History and Art, promoting an interdisciplinary approach and justifying its use within the existing workload. In addition, it is important to adopt inclusive approaches that consider the students’ emotional needs, such as creating a safe and supportive environment where students can explore their talents without fear of judgment, ensuring active participation, as well as strategies such as group work, peer mentoring, and dynamic activities that promote self-expression.
Another way to contribute lies in the creative use of school spaces such as the patio or other common areas for rehearsals and presentations. The creation of a space dedicated to theater, even if simple, helps to establish a rehearsal routine and demonstrates the school’s commitment to the activity. The promotion of collaborative activities, such as a team project, would also help in the development of social-emotional skills and the spirit of cooperation among students. The school can guide students to work in groups, distributing tasks related to theatrical production, such as scenography, lighting, costumes and direction. Thus, everyone involved develops their skills in several areas, and even those who do not perform on stage can invite parents and the community to attend the presentations. With that, the school values the students’ effort and creates a sense of purpose for the activity. This engagement not only motivates students but also strengthens the bonds between the school and the community, giving visibility to the work done.
Theater has the potential to contribute directly to the development of skills provided for in the BNCC, such as those mentioned in the plan. For example, by representing characters from Greek literature, students can develop skills such as empathy and teamwork – EF69LP50, which emphasizes the ability to adapt and interpret narrative and poetic texts, an essential component in theatrical activities – and oral and written communication – EF69LP19 and EF69LP52, which encourage clarity in oral expression and the use of linguistic and paralinguistic resources, fundamental for theatrical presentations (Brasil, 2018).
In this sense, it is possible for schools to develop strategies that foster a love of reading and knowledge, such as the use of interdisciplinary theatrical adaptations. The competition between groups, based on Homeric tradition, is an example of how gamification can be used to increase engagement and encourage collective effort. The approach of a multidisciplinary curriculum that incorporates several areas of knowledge, similar to the Greek model, promotes the education of versatile and critical individuals. Planning contributes toward the use of active methodologies with techniques such as debates, group discussions and case studies, inspired by the Socratic method, and fosters the students’ critical thinking and active participation. In addition, it can foster the appreciation of local culture, because, just as the Greeks valued their tradition, it is essential that the curriculum includes the study of local culture and history, strengthening the students’ identity and sense of belonging.
Founded on classical Greek literature, theatre offers not only the opportunity to revive cultural traditions, but also to develop essential socio-emotional skills. Enacting characters such as Achilles and Hector promotes self-awareness, self-control, and the ability to understand different perspectives. In addition, working as a team in a theatrical project teaches students the importance of collaboration, negotiation and mutual respect, which are crucial elements for coexistence in society. Overcoming barriers and integrating theater consistently into the school setting are significant initatives so the institution enrich the curriculum and promote a more complete education that prepares students for intellectual, social and emotional challenges. This practice reaffirms the relevance of literature and theater as pillars of integral human development.
Final considerations
School activities planned on the basis of classical Greek literature – specifically Homer’s Iliad and Hesiod’s Works and Days – provide a return to the origins of Western humanistic education. Classical Greek culture, by combining intellectual, moral and physical development, offers an educational model that aims at the integral education of the individual, establishing solid foundations for the development of essential skills.
In this context, classical Greek literature is part of a tradition, of a master line that leads to knowledge through issues that are important for education. Jaeger (2001) identified the importance of literature for the education of Greek man, but it should be noted that classical education is not limited to a closed and hermetic doctrine of a single author or period of history. Other equally important references – such as Miguel de Cervantes, Fyodor Dostoevsky, Leo Tolstoy, Herman Melville, Machado de Assis, Graciliano Ramos, José de Alencar, Monteiro Lobato and Rachel de Queiroz – are also examples of inspiration for theatrical activities in the school setting.
According to Frye (2017), the imagination and the contribution of education through the poetic way are incentives for reading the classic works from childhood. This repertoire will contribute to the mythical universe that will be experienced for generations, being continuously reinterpreted. To this end, it is important to think of a guided reading structure so nothing should be imposed, but only guided, respecting the preferences and interests of children and youth.
Despite the challenges, the major goal of working with classical literature at school is to cultivate knowledge through art, culture and history. It is about access to timeless discussions by addressing themes that were dealt with more than 2,000 years ago and that are still relevant today. Teaching Greek literature provides an opportunity for students to understand the importance of learning from the past while also reflecting on the challenges of the present. If presented in an interesting manner, these works can provide the development of intellectual skills in children and youth and awaken their cultural sensitivity and appreciation for the richness of humanity’s cultural heritage.
It is well known that cultivating a love of knowledge requires a continuous and integrated approach. To this end, schools should be an environment that arouses curiosity and pleasure in learning, promoting activities that combine theory and practice, such as literature and theater. Thus, education goes beyond the transmission of information, educating individuals that are critical, creative and ethically committed with society (Pennac, 1993).
To note a contemporary challenge, teachers shouls pursue an education that transcends the academic sphere, especially when it does not provide a complete and transformative education. This personal intellectual path is also connected to fundamental works that enrich teaching knowledge by offering a deep understanding of human life and experiences. In this context, literature becomes essential to broaden horizons and nourish understanding of the role of educators. It is crucial that teachers overcome the convenience of conventional undergraduate and graduate programs and build an intellectual path based on texts that illuminate knowledge that is coherent and rich in values capable of providing lasting experiences in the lives of students.
Presenting principles and values related to classical literature has the potential to contribute to the pedagogical thinking of current education, as observed in the planning of the competition “Heroes of Troy and the virtues of destiny: the Greek journey in theater and poetry,” which offers a valuable opportunity for student development. These sources expand creative skills that engender methodological processes that foster teaching-learning and instigate a critical and responsibility sense, as well as the development of autonomy, personality and problem-solving skills.
Theatrical activities based on classical literature texts in conventional school curricula, although challenging, offer a powerful path for building intellectual and socio-emotional skills and overcoming limitations, requiring teacher autonomy for the development of their studies and deepening in the area, whose focus should be the expansion of their teaching vision and the construction of their own curriculum that fosters reflection, criticism and learning through experience.
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He was called Achilles Pelides, as he was the son of Peleus.
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Pandora’s story describes a woman who received various gifts from the gods, including curiosity, beauty, and talents. Such presents included a jar that contained all the evils of the world, such as sickness, death, suffering, and envy. Moved by the curiosity she was granted by one of the gods, Pandora opened the jar and, by doing so, released such evils on Earth, affecting all humanity. Only a single element remained inside the jar after she closed it quickly: hope. Pandora’s myth illustrates a Greek mythological explanation for the origin of human suffering and the adversities we face. By opening the jar, Pandora brought evil into the world, but left hope as a possibility of comfort and consolation for humanity.
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Data are available on demand for reviewers.
References
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- Pennac, D. (1993). Como um romance Rocco.
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Responsible editors:
Associate Editor: Adrián Cangi <https://orcid.org/0000-0002-0755-6699>Editor-in-Chief: Chantal Medaets <https://orcid.org/0000-0002-7834-3834>
