The current scenario of the teaching of physical education in Brazil is characterized as a complex field of conflicts, which emerge and journey deep into different theoretical and methodological propositions arising since the mid of 1980 in the historical process of emancipation , overcoming and resignificance of Physical Education. Such conceptions, in contrast to criticized traditional and technical sporting teaching, proposes that the content covered in the school should provide the critical appropriation and autonomous of the various manifestations from Culture of Movement. Therefore, we need to analyze how teachers, authors, and not mere applicators, deal with curriculum changes. It is essential to critically examine the pedagogical practices of teachers who experience and implement such curriculum changes. The purpose of this research is to investigate how is characterized the relationship, teachers' knowledge - teaching of fights between teachers of public schools from the State of São Paulo , in the scenary of implementation of the official physical education curriculum. This study is qualitative in nature, the data will be collected through semi-structured interviews with teachers who teach in public school network.
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