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É notório o aumento do trato das atividades circenses como conteúdo na educação física escolar, dinâmica que pode ser observada igualmente no incremento da produção acadêmica. Tomando como ponto de partida o contexto anunciado anteriormente, o objetivo desta pesquisa consistiu, em primeiro lugar, em analisar "o estado da arte" no que diz respeito à produção acadêmica dedicada ao estudo das atividades circenses no âmbito educativo, particularmente na escola, para, num segundo momento, realizar um estudo de campo descritivo sobre como esta prática vem sendo abordada em duas escolas, uma no Brasil e outra na Espanha. Os resultados confirmam a tendência anunciada, isto é, de que as atividades circenses estão cada vez mais presentes nas aulas de educação física e de que existe um incremento da produção acadêmica sobre este assunto, embora a maior parte dos estudos ainda trate sobre relatos de experiência. Contudo, apesar do aumento da sistematização e da reflexão sobre a pedagogia das atividades circenses, percebemos que os avanços ainda são tímidos frente ao significativo aumento das experiências escolares. Por outra parte, a pesquisa revela como diferentes propostas pedagógicas, tanto na iniciativa privada quanto na pública, podem alcançar resultados expressivos, quer na dimensão conceitual como também na prática das atividades circenses.

Cette recherche porte sur l'analyse des valeurs de consommation des participants au festival de jonglerie le «Camabal de Québec». Cette étude permettra de connaître les valeurs de consommation des participants à ce festival ainsi que de faire une distinction et une comparaison entre celles des jongleurs et des non-jongleurs. L'échantillon est composé de quarante-six répondants, dont trente-deux jongleurs et quatorze non-jongleurs. L'analyse de la valeur de consommation reliée à la participation au «Camabal de Québec» permettra donc de considérer la relation entre le spectateur et son expérience au festival. [résumé de l'auteur]

This dissertation examines the lived experience of circus training in a youth circus program from the perspective of the young recipients of such training. The author provides historical contexts for youth circus training, focusing on activity in the United States. Literature relating to youth circus training is reviewed, beginning with a brief consideration of the large number of works dealing with circus in general, followed by a review of the few scholarly and practical sources pertaining directly to the phenomenon of youth circus training. The author then goes on to employ qualitative methods to examine youth circus training at Fern Street Circus in San Diego, California, using data collected in interviews conducted with young participants in the Fern Street program. The results were transcribed, all statements given equal weight, and sorted for themes of meaning. Those themes that emerged in every interview became the basis for the phenomenological assertions in the findings. Multiple intelligences theory provided a conceptual framework for organizing these themes. The author conducted additional interviews late in the study to confirm and enrich findings. Themes that developed within the data include engagement with interpersonal relationships including friendships and family dynamics, developing a sense of self-identity, balancing risk taking and risk management, economic considerations, athletic physical development, and learning the aesthetics of circus performance. It is hoped that this rich set of ways in which the participants in the study reflected on their experience of youth circus training will support the rationales given by youth circus educators, and that this study will meaningfully add to the limited scholarly discourse regarding youth circus training. [author summary]

Cet article propose d’étudier le travail de théorisation enracinée à partir d’une thèse sur la pratique des arts du cirque à destination de jeunes dits en difficulté dans le Nord de la France. On y voit que l’ancrage est un processus complet, de l’entrée sur le terrain à l’écriture finale, qui a comporté, dans ce cas précis, une dimension sensible qui a d’abord surpris, puis peu à peu été assumée par le chercheur. Le recueil des informations avec ses découvertes puis leur saturation et leurs analyses comparées en fonction de diverses triangulations, suivies d’une montée en conceptualisation longue en maturation, furent des étapes constitutives d’une théorisation ancrée spécifique. En échappant à une pensée pré-définie, elle permet grâce à une posture d’enracinement sensible dans le présent, de développer des ressentis mis au service de la compréhension vive du terrain, de ses acteurs, de ce qu’ils vivent et de ce qu’ils en disent. L’enracinement sensible permet d’approfondir ce processus. [résumé de l'auteur]

Gamma Phi Circus of Illinois State University is the oldest collegiate circus in the United States, and one of only two still in existence. Founded in 1926 by Clifford “Pop” Horton, a gymnastics instructor, it began as a small group of men performing human pyramids and tumbling at sporting events. By 1931, it was an actively performing college circus troupe. Now, with a rich, 82 year performance history, Gamma Phi has roughly 70 performers and holds highly attended performances every April, in conjunction with a rigorous year-round practice schedule.

I chose to focus my research on Gamma Phi because they represent a strikingly visual and dynamic performance tradition. The performances that members create visually convey certain essential aspects of what it means to be a member of Gamma Phi. Members of the college circus share a set of goals, ethics, and characteristics which both create the culture of which they are a part, and qualify them as members. The information I gathered in collaboration with the members of Gamma Phi focused on the ways in which circus performance is learned and how that process helps Gamma Phi achieve its performance goals. [author summary]