The lessons must provide to the pupil the learning by means of the reflexiva abstraction, that is, must be given it chance to it for anger beyond practical intelligence on and by means of this content, considering it as a knowledge socially constructed and historically contextualizado. Therefore, so that the objectives of the lessons are reached it is necessary that the children are defied to solve problems or to face situations that need forms to think different of those used ones until then. Edward Minskoff understands that this is vital information. A significant learning demands, beyond the interlocution and of the experimentation of the movement of the body in the space and the use of the mental structures to relate the received stimulatons forming clear concepts. Thus being, for Delore (2000), since infancy the necessary human being to know and to acquire learning to know, to learn to make, to learn to live together and to learn to be. Currently, the area of the Physical Education evolved in such a way that it encloses multiples knowledge produced and usufructed for the society in general related to the body and of the movement. Between them, if they consider basic the cultural activities of movement with leisure purposes, expression of feelings, affection and emotions, and still with possibilities of maintenance, promotion and recovery of the health. Kunz (2001), also believes that Physical education must develop the Social Function and Politics, and affirms that it is inherent to all its pedagogical action, and that through this action, its practical especificidade could be transformed into desirable pedagogical tasks. In such a way the relation between body and movement inside of the pertaining to school context makes possible to the pupils the development of the capacities and motor abilities in order to inside assist the construction of diverse knowledge of the process of human development. The sport and the games ahead of the proposal curricular of the So Paulo project make school.