Abstract
This article presents the non-parametric didactic phenomenon (Quintar, 2008) on circus educational experiences in non-formal spaces in Chile, The objective of this article is to analyze the didactic principles of implementation that emerge in circus educational experiences in non-formal spaces. The methodology used is qualitative, from a phenomenological-hermeneutic approach. 11 semi-structured interviews (7 generals and 4 in-depth), and a focus group (7 circus educators recognized for their career and educational quality) were applied. The reduction and analysis contemplate the transcription, coding and subsequent categorization, through the use of the Nvivo Pro 11. The main results highlight the categories of Space-time (10.10%), the Characteristics of the Didact (49.48 %) and relational dynamics (20.91%) as the most references. A complex view of the circus educational phenomenon that emerges from an inclusive, close and systematic didactics is highlighted, which stresses traditional didactics, presenting new educational relationships.
Keywords
Circus; Circus activities; Non-formal education; Didactics; Formal education