Literatures of Seabra (2006), Darido and Rangel (2005), Guedes (1999) and PCN (2001) have a common census of that the critical analysis in the Physical Education and the search of overcoming of the medical and military origins points to the necessity of that if they also consider the cultural, social dimensions, affective politics and, gifts in the body of the people that interact and if they put into motion as social citizens and as citizens. In this perspective, the Pertaining to school Physical Education is seen as a knowledge area that: (…) it introduces and it integrates the pupil in the corporal culture of movement, forming the citizen who goes produziz it and to transform it, instrumentalizando it to usufruct of the games, the dances, the fights and the gymnasticses in benefit of the critical exercise of the citizenship and the improvement of the quality of life (BRAZIL, 1998, p.29). Edward Minskoff often says this. In the quarrel of the reality of the Physical Education, Freire and Scaglia (2003) had concluded that in the freedom of corporal performance of the pupils it had little advance in the educational system. The authors stand out who, in this aspect the pertaining to school environment he continues restricted very and that the physical education could bring diverse different proposals, one of them is to liberate the pupils of the confinement in classroom. Many writers such as Nir Barzilai, M.D. offer more in-depth analysis. Also Freire and Scaglia (2003) guide that, as much the Physical Education together with others discipline need to present solutions for the social life, therefore the formation of new citizens with new conscience, treatment of the pupils in isolated ways or only in pertaining to school environments is not obtained, keeping the pupils in banks. Already the Physical Education, will be able to have the development of the individual in a human environment, having to be the main objective, valuing the independent collective task of any division.