Abstract
This article presents a qualitative study of a theoretical-reflective nature, based on document analysis and critical interpretation, on the role of dramatic text and its theatrical performance as pedagogical practices integrated into the Basic Education curriculum (1st and 2nd cycles), considering their contribution to the development of social, emotional, and cognitive competences, in line with international guidelines from the OECD, UNESCO, and the United Nations 2030 Agenda Sustainable Development Goals (SDGs 4, 10, and 16). Adopting a theoretical and reflective approach, the article analyses philosophical and pedagogical foundations as well as guiding curricular documents, such as the Profile of Students at the End of Compulsory Schooling, the National Arts Plan, and the Essential Learning Framework. It is argued that theatre, as an artistic language and educational practice, enables active, sensitive, and critical learning, and its integration as a transversal component of the curriculum is advocated, promoting formative experiences centred on the body, language, and democratic coexistence. The article also presents suggestions for pedagogical practices applicable in the 1st and 2nd cycles of Basic Education, involving children aged between 6 and 12 years.