Numerous studies have focused considerable attention on the issue of violence within educational settings, providing a variety of explanations for its prevalence. The quest for effective solutions to confront this perilous phenomenon, as a historical reality, has been explored by philosophers such as Michel Foucault, who critically examines the legitimacy of authority and its inherent illegitimacy. While the apparent and hidden causes of violence continue to be questioned, this issue has grown to become a pervasive societal malady. The inquiry, therefore, extends beyond merely identifying the problem to understanding the deeper reasons behind its manifestation. As we confront this dilemma, one that has profound implications for future generations, we must ask: What role does authoritarianism in education play in the formation of a generation that feels increasingly frustrated and ill-equipped to handle challenges? In this context, education and social science experts have invested significant efforts in offering valuable recommendations, which are considered scientifically beneficial. However, the precise approaches needed to address the complex issues, particularly those concerning youth, remain unresolved. Furthermore, the challenges faced by educators and caregivers have yet to be fully addressed. This leads us to question: How can theatrical education contribute to mitigating this widespread phenomenon within contemporary society? To what extent can theatrical activities reduce the various forms of violence within educational and aesthetic environments?