Physical Education

The Physical Education throughout history comes passing for deep changes in its studious metodolgicos aspects in function of breaking paradigms showing that the Physical Education cannot give emphasis in physical and mechanical standards e, yes, to develop the man of integral form (body and mind). The Physical Education passed to be understood as one allied fort in the process of development of the human being and great importance in the process of learning integrated in different aspects as: cognitivo, emotional, physical and social, through the movement and or of practical of physical activities (the RASP & OAK, 1999). Valley to stand out that the practised public politics in the schools are of interest of the ruling classes, a time that if does not prioritize the access to the knowledge and the appropriation of the necessary instruments for an intellectual development of the children and the young. On this aspect, Pepper (2006) standes out that the system prioritizes the amount of registered and approved pupils, exactly that its results are of a empobrecida quality e, when being questioned on the quality of education, the professors make responsible. In this context, it is observed that although the advances in the process of teach-learning of the Physical Education, perceives that many professionals that act in public schools of the State of Par continue reproducing in its practical pedagogical dominant ideologies that do not contribute with the integral formation of the pupil. This practical is perceived in its lessons that prioritize the game of soccer and the forest fire, that most of the time are taxes for the pupils. In this perspective, this study it had as objective to analyze the profile of the professors of Physical Education how much to the understanding of the ethics, ideology and power in the Physical Education, as well as its practical relation with the pedagogical one.