CIRCUS AND CURRICULAR INNOVATION IN PHYSICAL EDUCATION TEACHERS’ EDUCATION (PETE) IN BRAZIL

Authors

  • Bruno Barth Pinto Tucunduva Federal University of Paraná
  • Marco Antonio Coelho Bortoleto University of Campinas

DOI:

https://doi.org/10.22456/1982-8918.88131

Keywords:

Teacher training. Higher Education. Art. Curriculum.

Abstract

Circus has become an innovative content for Physical Education (PE) programmes worldwide. In Brazil, various Physical Education Teacher Education (PETE) programs implemented circus instruction in their official undergraduate curricula. Based on a qualitative approach, we analysed professors’ experiences in teaching circus at Brazilian universities. Thirty participants from 22 higher education institutions answered a questionnaire and five of them were selected to respond an in-depth interview. The results confirmed that circus is a sustainable pedagogical innovation in PETE, which contributes to increase sociocultural, historical, aesthetic and technical diversity. However, professors’ approach focuses on basic skills with little regard to its artistic dimension. Furthermore, we found that circus pedagogy in PE may offer a creative logic to play with body and movement which integrates artistic expression to the development of physical ability and conditioning. We concluded that circus may help PE to enhance interaction with arts education.

 

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Author Biographies

Bruno Barth Pinto Tucunduva, Federal University of Paraná

Department of Physical Education, researcher of circus and artistic body practices in Education and Physical Education.

Marco Antonio Coelho Bortoleto, University of Campinas

Faculty of Physical Education. Circus and Gymnastics.

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Published

2019-10-27

How to Cite

TUCUNDUVA, B. B. P.; BORTOLETO, M. A. C. CIRCUS AND CURRICULAR INNOVATION IN PHYSICAL EDUCATION TEACHERS’ EDUCATION (PETE) IN BRAZIL. Movimento, [S. l.], v. 25, p. e25055, 2019. DOI: 10.22456/1982-8918.88131. Disponível em: https://seer.ufrgs.br/index.php/Movimento/article/view/88131. Acesso em: 23 apr. 2025.

Issue

v. 25, jan./dez. 2019

Section

Original Articles

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