A starting point in this research endeavor is the transition from the traditional circus
in equestrian tents of English and Russian origin in the late eighteenth century to the
current training programs in contemporary circus arts in Mexico under the intercultural
influence. Since 2007, the Mexican circus has been considered part of the Fine Arts and
its study is professionalized. However, circus arts are not yet included in basic or special education plans and programs. From a qualitative approach, an autoethnographic research
was carried out with the support of ten unstructured interviews with international
circus artists in different academic conversations carried out by the authors with circus
schools in Mexico, Cuba, the United States, Russia, China, and Tanzania. This article
evidences the contribution to the processes of artistic creation in the so-called contemporary
circus disciplines, and the creative experiences carried out both by Mexican educators
and by the inclusion of circus artists in schools. This pedagogical experimentation
impacts the classes of Arts education, Physical education, or Mathematics through
concrete results. It emphasizes the social circus with a focus on popular education for
all without exclusion and circus therapy as an auxiliary discipline of special education.
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