Circo: um princípio de vida e de aprendizagens

Abstract

This document refers to the Conclusion Work Professional Master’s Thesis on Dance Studies (PRODAN) at the Federal University of Bahia (UFBA) consists of three productions according to the Program’s Internal Regulations: 1) Technical production presented as a Methodological Didactic Reference for teaching Circus Arts; 2) Works published during the Master’s program; 3) Academic Statement that synthesizes the experiences arising from the Professional Master’s Thesis on Dance Studies and how these experiences contribute to the consolidation of my personal profile, presenting dissident reflections from each section of the course. As a research methodology, a bibliographic investigation was conducted, in addition to an analysis of the field of activity experienced by me in formal education contexts (such as the José Calazans Brandão da Silva Municipal School), as well as non-formal learning environments, for instance, Pétalas ao Vento Circus Company. This is a participatory, engaged research that demonstrates a commitment to society. The technical production aims to provide reference to Dance and Arts teachers or other professionals who work with corporeal arts for teaching principles and methodologies of the Circus Arts in formal education contexts, as well as non-formal learning environments. The Methodological Didactic Reference aims to comply with the aspects established as legal framework and conceptual reference of the contemporary education connection the proposition with the National Common Curriculum Framework (BNCC) (BRASIL, 2019); also based on the four pillars of knowledge: learning to know, learning to do, learning to live together, and learn to be, defined by Jacques Delors (1998) on the UNESCO Report, as well as the dimensions of the subject body, as proposed by Brandão (2014). Inspired by the Curricular Guidelines of Arts and also based on the documents mentioned above, I present herein the analysis of the principles and methodologies of the Circus and I also state that techniques, concepts, and values of the Circus and knowledge, capable to be addressed in Dance/Arts classes, and they might develop physical, psychological, social, and intellectual dimensions, as well as citizenship education, highlighting the conceptual, procedural, and attitudinal approaches of the individual (COLL 1994; ZABALA 1998).