This study examined the internal consistency between intentions and assessments contained in proposals to state curricular physical education in southeastern Brazil. Characterized as a desk study of qualitative approach was used as a source of data available digitally curricular proposals. These were treated as categorical content analysis by theme. We recognize the inconsistency between intention and evaluation elements, and they worked as independent parties in the process of teaching and learning, except in the proposals of the Holy Spirit and Rio de Janeiro. We find, mostly, to use the terms competencies and skills related to the search for quantitative results in the national systems of evaluation at the expense of qualitative achievements in the educational setting. Although we did document analysis we believe that the binomial intentionality-assessment can / should be better reflected / prepared for the process / product of learning to become meaningful to the student's education and not just seen as innocuous documents or hit numbers.
Physical Education; Curriculum; Intentionality; Evaluation
