Descolonizando corpos: o potencial transformador da educação circense periférica

Abstract

Through narratives the circus scene of Bahia, this research sought to understand how dissident bodies utilize various circus languages to construct educational practices capable of inspiring others to take ownership of their own narratives. Given the subjectivity of the theme, the study adopted a qualitative approach, using narrative as the research method, and grounded its discussions in a decolonial theoretical perspective. The investigation relied on interviews as the primary data collection method, with participant selection based on the following criteria: Black women— whether cisgender, transgender, or travesti—who are artists developing performances using various circus artistic expressions, aged 18 or older, and residing in Bahia. For narrative analysis, an intersectional method was chosen, allowing for a deeper understanding of the relationships between race, class, and gender identity within the context of non-formal education. At the conclusion of the research, it became evident that within the process of social transformation, the first individuals impacted were the circus artists themselves, who, by strengthening their identities, inspire others to claim autonomy over their narratives. The findings suggest that even in the face of a racist, sexist, classist, and transphobic society, the arts remain capable of creating fissures in the system of power, fostering the empowerment of marginalized identities.