Brincando de circo: relato de experiência de uma professora-palhaça nas aulas de arte na Escola Aruanda (João Pessoa/PB)

Abstract

Circus in school is a pedagogical dialogue mechanism in the perspective of fortification learning in Performing Arts and a new possibility of attracting the student to the artistic make through a practice with circus culture. The present study analyzes the inclusion of circus activities in the Art discipline in Elementary Education through the action of a clown teacher. Circus practices in this project are approached as body knowledge or recognition in the face of the proposals presented through problematizations that stimulate the creative capacity of the students, discussed, explored during practical classes and dialogue circle, contributing to the formation of a critical educate, capable of acting and interacting in their social environment. Playing, body awareness, and playfulness in the circus language are equally analyzed for better development and participation of the collective in the classroom, with emphasis on rules of coexistence and minimum risks that may exist in the presented and practiced game. The objective of this work is not to exhaust the various forms of learn, but to evidence and deepen the research on the pedagogical practice of circus in the school context, signaling as yet another available path to be traveled.