A Decolonial Circus Didactics: Exploring the Unconventional Educational-Artistic Terrain through Dialogues and Educator Experiences

Abstract

The work presents a complementary educational perspective between the circus didactic phenomenon (non-formal educational space) and formal educational processes in general, and School Physical Education in particular. The aim is to identify the contributions and differentiations of the circus as an educational experience. The method employed was qualitative, using a phenomenological-hermeneutic approach. The sample consisted of 9 circus educators who participated in 1 focus group and 11 semi-structured interviews (7 general and 4 in-depth). The data reduction and analysis included transcription, coding, and subsequent categorisation using Nvivo Pro software version 11. The main results highlight a School Institutionalised Culture (6.71%) as a differentiating element, an Integral Artistic Methodology (61.81%), and an active Educational Community (19.21%). In conclusion, a distinction is achieved from formal school-based educational spaces, educational contributions centred on the individual, active and critical educational communities, and methodologies that promote enjoyment, fostering personal and community empowerment.