Abstract
The article begins by assuming that the official curricular discourse tends to hegemonize certain conceptions of teaching. From there on, it submits the national documents on Secondary Education for Physical Education published in the last 25 years for cultural analysis. Without establishing comparisons, continuities, and ruptures, he observes that each seeks to answer the questions presented by the boundary conditions, disregarding available scientific production. Thus, it concludes that the Curricular Parameters attribute to the component the role of training active subjects, the Curricular Guidelines weaken and confuse the conception of Physical Education in the area of Languages, and the National Common Curricular Base subjects body culture to the logic of the market.
Public Policies; Curriculum; Physical Education